Vol. 8 No. 4 (2021): Food pedagogies in Canada
This themed issue engages with the pedagogical turn in food systems scholarship and asks simply, what is the state of (critical) food systems pedagogy in so-called Canada? The contributions (16 articles in total, including two perspective pieces, six field reports/narratives, and eight original research articles) reveal a diversity of perspectives and approaches to teaching and learning about food. The articles also evidence a lively and conceptually rich pedagogical milieu comprised of community members, students, faculty and staff. Readers of this collection will find valuable insights from the level of assignment interventions, to program curriculum development, and from community-campus partnerships to arts-based pedagogical techniques.