Sumner Learning, Food, and Sustainability

Sites for Resistance and Change
1. Auflage 2016
ISBN: 978-1-137-53904-5
Verlag: Palgrave Macmillan US
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 270 Seiten

Reihe: Education (R0)

This edited volume explores the intersection of learning and food, both within and beyond the classroom, all within the context of sustainability.  Taking a broad pedagogical approach to the question of food, it focuses on learning and change in a number of key sites including schools, homes, communities, and social movements, keeping in mind that we need to learn our way out of our current unsustainable food system and in to more sustainable alternatives.  

Autoren/Hrsg.

Sumner, Jennifer

Inhaltsverzeichnis

1;Dedication;6
2;Contents;8
3;List of Figures;12
4;List of Tables;14
5;Author Biographies;16
6;Introduction;20
6.1;Learning;20
6.2;Food;22
6.3;Sustainability;25
6.4;Putting It All Together: Learning, Food, and Sustainability;25
6.5;References;31
7;Part I: Learning, Food, and Sustainability in the Home and Community;33
7.1;Chapter 1: Learning and Food at the Mother’s Breast;34
7.1.1;Introduction;34
7.1.2;Breastfeeding Practices During the Last Century;36
7.1.3;Infant Feeding and Breast Milk Production;38
7.1.4;Breastfeeding: A Public Issue;42
7.1.4.1;Policy Initiatives That Support Breastfeeding;42
7.1.4.2;Public Backlash Against Breastfeeding;44
7.1.5;Conclusion;46
7.1.6;References;47
7.2;Chapter 2: The Tale of the Crying Rice: The Role of Unpaid Foodwork and Learning in Food Waste Prevention and Reduction in Indonesian Households;50
7.2.1;Introduction;50
7.2.2;The Global Issue of Food Waste;52
7.2.2.1;Unpaid Foodwork;54
7.2.3;Learning, Food Knowledge, and Food Literacy;55
7.2.4;Learning and Gender-Based Unpaid Foodwork;56
7.2.5;Learning and Faith/Spiritual-Based Unpaid Foodwork;58
7.2.6;Learning and Cultural-Based Unpaid Foodwork;60
7.2.7;Conclusion;61
7.2.8;Works Cited;62
7.3;Chapter 3: Learning, Food, and Sustainability in Health Care Settings;66
7.3.1;Introduction;66
7.3.2;Nutrition Education in Health Care;67
7.3.3;Diabetes Nutrition Education;70
7.3.4;Opening the Door to an Alternative Nutrition Education;74
7.3.4.1;“Locating” Local Sustainable Food;74
7.3.4.2;Cultivating a Sense of Community;76
7.3.5;Recommendations for Developing an Alternative Approach to Nutrition Education;78
7.3.6;Conclusion;80
7.3.7;References;81
8;Part II: Learning, Food, and Sustainability in the School;84
8.1;Chapter 4: Learning, Food, and Sustainability in the School Curriculum;85
8.1.1;Introduction;85
8.1.2;Content and Experiences Appropriate for Food Education;87
8.1.2.1;Lower Elementary Students;89
8.1.2.2;Upper Elementary and Middle School Students;89
8.1.2.3;High School Students;90
8.1.3;The Behavior Change Process for School-Based Nutrition Education;90
8.1.3.1;Interventions: Create a Healthy School Food Environment;91
8.1.3.2;Short-Term Behavior Change: Change Students’ Values, Knowledge, and Skills about Food;92
8.1.3.3;Medium-Term Behavior Change: Move Students toward a Good Food Diet;94
8.1.3.4;Long-Term Behavior Change: Health, Ecological Sustainability, and Social Justice;97
8.1.4;Integrating Food-Based Education into the Curriculum;98
8.1.5;Policies and Practices to Increase Food-Based Education;99
8.1.6;Conclusion;100
8.1.7;References;101
8.2;Chapter 5: Developing a Learning Garden on a Mid-Western Land Grant University;104
8.2.1;Introduction;104
8.2.2;The Political Ecology of Developing a Learning Garden;107
8.2.3;Critical Ethnographic Methods;109
8.2.4;Key Collaborators;109
8.2.5;Land Grant University Context;110
8.2.6;Findings;111
8.2.6.1;Themal Vignette #1: “Finding a Place to Touch Campus”;111
8.2.6.2;Themal Vignette #2: “The Fence”;115
8.2.7;Reflections;118
8.2.8;Concluding Thoughts;120
8.2.9;References;120
8.3;Chapter 6: Food Education: From Normative Models to Promoting Agency;122
8.3.1;Introduction;122
8.3.2;The Shifting Focus of Food Education;123
8.3.3;Promoting Agency Through Food Sense;125
8.3.4;Creating Collaborative Food Education in Finland;129
8.3.5;Conclusion;132
8.3.6;References;134
9;Part III: Learning, Food, and Sustainability in Social Movements;140
9.1;Chapter 7: Learning through Story as Political Praxis: The Role of Narratives in Community Food Work;141
9.1.1;Introduction;141
9.1.2;Praxis and Community Food Work;144
9.1.3;Epistemological and Ontological Considerations of Community Food Work;148
9.1.4;Learning for Community Food Work through Story;149
9.1.5;Conclusion: Considerations and Possibilities;154
9.1.6;References;155
9.2;Chapter 8: Learning, Food, and Sustainability in Community-Campus Engagement: Teaching and Research Partnerships That Strengthen the Food Sovereignty Movement;160
9.2.1;Introduction;160
9.2.2;Academic Engagement with Food Sovereignty;165
9.2.3;Orientations to Community-Campus Engagement;168
9.2.4;Cognitive Justice;169
9.2.5;Outcomes of Horizontal Engagement;171
9.2.5.1;Sharing Skills and Knowledge;172
9.2.5.2;Maintaining the Transformative Orientation;172
9.2.5.3;Building on Place-Based Knowledge;172
9.2.5.4;Networking for Change;173
9.2.6;Working on Mutual Interdependence;174
9.2.7;Blurring the Boundaries;174
9.2.8;A Place for Conventional CCE?;175
9.2.9;Conclusion;176
9.2.10;References;178
9.3;Chapter 9: Re: Claiming Food Sovereignty, Reclaiming Ways of Knowing: Food Justice Course Digs Deeper;181
9.3.1;Introduction;181
9.3.2;Starting with the Seed;182
9.3.3;Theoretical Framing;183
9.3.4;Field 1: Course Content—From Food Enterprise to Food Sovereignty;183
9.3.5;Field 2: Course Methodology—From Colonial Banking Education to Popular Holistic Education;185
9.3.6;Institutional Context of the Food Justice Course;187
9.3.7;Food Justice Course Design;187
9.3.8;Critical Reflections on Key Issues;189
9.3.8.1;Education for Critical Consciousness Around Food;189
9.3.8.1.1;Critical Consciousness and an Intersectional Analysis of Power: Class, Gender, and Race;193
9.3.8.2;Praxis Learning;196
9.3.9;Conclusion;200
9.3.10;References;202
10;Part IV: Learning, Food, and Sustainability: Tools for the Future;204
10.1;Chapter 10: Youth and Food Literacy: A Case Study of Food Education at The Stop Community Food Centre;205
10.1.1;Introduction: What Has Food Education and Food Literacy Got to Do with It?;205
10.1.2;Research Methods;206
10.1.3;Unpacking the Idea of Food Literacy;207
10.1.3.1;The Neoliberal Consciousness Paradigm: Food Literacy as Individual Responsibility and Choice;208
10.1.3.2;The Critical Consciousness Paradigm: Food Literacy as Active Engagement and Transformative Learning;209
10.1.3.3;Measuring Food Literacy;210
10.1.4;Community-Based Youth Food Education at The Stop’s “FLY” Program;212
10.1.5;Facilitating Food Literacy in Food Education;214
10.1.5.1;The Discord Among Beliefs, Intention, and Reality;218
10.1.6;Building a Stronger Food Education Program for Food Literacy;219
10.1.7;Does Food Literacy Mean Food Systems Change?;220
10.1.7.1;Transformative Learning in Food Literacy for Change;220
10.1.7.2;Re-evaluating the FLY Program;221
10.1.8;Conclusion;222
10.1.9;References;222
10.2;Chapter 11: School Food and Nutrition Policies as Tools for Learning;225
10.2.1;Introduction;225
10.2.2;SFNPs in Canada;226
10.2.3;Setting the Context: CSH, Student Engagement, and Citizenship Education;226
10.2.3.1;CSH;227
10.2.3.2;Citizenship Education;229
10.2.3.3;Student Engagement;229
10.2.4;Nutrition Education Initiatives: Teaching and Learning about SFNPs;230
10.2.4.1;Engaging Students in Teaching and Learning about SFNPs;232
10.2.5;Considerations;237
10.2.6;Conclusion;240
10.2.7;References;241
10.3;Chapter 12: Learning to Transgress: Creating Transformative Spaces in and Beyond the Classroom;245
10.3.1;Introduction;245
10.3.2;Our Academic Experience;247
10.3.3;Our Stories;252
10.3.3.1;Claudia;253
10.3.3.2;Jess;254
10.3.3.3;Angie;256
10.3.4;Conclusion: Learning To Unlearn;258
10.3.5;References;260
11;Afterword: Food 360: Seeing Our Way Around Learning About Food;262
11.1;Making Food Visible;263
11.1.1;Making Food Visibility Teachable;267
12;Glossary of Terms;278
12.1;References;285
13;Index;287