Hostname: page-component-cd9895bd7-p9bg8 Total loading time: 0 Render date: 2024-12-23T03:36:06.842Z Has data issue: false hasContentIssue false
  • English
  • Français

Pedagogies That Explore Food Practices: Resetting the Table for Improved Eco-Justice

Published online by Cambridge University Press:  17 March 2015

Carol E. Harris  and
Barbara G. Barter
Carol E. Harris*
Affiliation:
University of Victoria, British Columbia, Canada
Barbara G. Barter
Affiliation:
Memorial University of Newfoundland, Newfoundland and Labrador, Canada
*
Address for correspondence: Carol E. Harris, 10 Trout River Road, Woody Point, Bonne Bay, NL, Canada, A0K 1P0. Email: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

As health threats appear with increasing regularity in our food systems and other food crises loom worldwide, we look to rural areas to provide local and nutritious foods. Educationally, we seek approaches to food studies that engage students and their communities and, ultimately, lead to positive action. Yet food studies receive only generic coverage and tangential attention within existing curricula. This article, reporting a pilot study located at Canada's geographic and cultural edge, focuses on local knowledge about past and present food practices. Objectives are to test pedagogies that bring all students greater opportunities for engagement and learning about their physical environment and food history, and that can be applied to rural and, with modifications, urban settings. Three critical, place-base pedagogical approaches — experiential, discovery and arts-based — to classroom teaching and learning are discussed, as well as implications for educational leadership, teacher training and curriculum development.

Keywords

pedagogycurriculumfood sovereigntyplace-based researchtraditional/local knowledgeeco-justice
Type
Feature Articles
Information
Australian Journal of Environmental Education , Volume 31 , Special Issue 1: Putting Food on the Table , July 2015 , pp. 12 - 33
Check for updates
Copyright
Copyright © The Author(s) 2015 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Amézcua Luna, C. (2007). Promoting an environmental culture for children through integral art and the Earth Charter. In Vilela, M. & Corrigan, K. (Eds.), Good practices using the Earth Charter (pp. 2–7). Paris: UNESCO.Google Scholar
Anderson, G.L. (1998). Toward authentic participation: Deconstructing the discourses of participatory reforms in education. American Educational Research Journal, 35, 571–603.CrossRefGoogle Scholar
Anderson, G. (2012). Eroding authenticity and the need for advocacy leadership. Social Policy, Education and Curriculum Research Unit. Dartmouth, MA: Center for Policy Analysis, UMASS. Retrieved from http://www.umassd.edu/seppce/centers/cfpaGoogle Scholar
Barnhardt, R. (2008). Creating a place for indigenous knowledge in education: The AlaskaNative knowledge network. In Gruenewald, D.A. & Smith, G.A. (Eds.), Place-based education in the global age (pp. 113–133). New York: Lawrence Erlbaum Associates, Taylor & Francis.Google Scholar
Barnhardt, R., & Kawagley, O.A. (2005). Indigenous knowledge systems and Alaska native ways of knowing. Anthropology and Education Quarterly, 36, 8–23.CrossRefGoogle Scholar
Barter, B. (2008). Rural education: Learning to be rural teachers. Journal of Workplace Learning, 20 (7), 468–479.CrossRefGoogle Scholar
Barter, B. (2009). Urban mindset, rural realities: Teaching on the edge. In Walters, S. & Cooper, L. (Eds.), Learning/Work: Turning work and lifelong learning inside out (pp. 235–247). Cape Town: HSRC Press.Google Scholar
Barter, B. (2011). Rural practices as evidence for teacher education programs. In Falkenberg, T. & Smits, H. (Eds.), The question of evidence in research in teacher education in the context of teacher education program review in Canada (pp. 23–43). Winnipeg, MB: University of Manitoba Press.Google Scholar
Bates, R. (1984). Toward a critical practice of educational administration. In Sergiovanni, T.J. & Corbally, J.E. (Eds.), Leadership and organizational culture (pp. 260–274). Urbana and Chicago: University of Illinois Press.Google Scholar
Bates, R. (2006). Educational administration and social justice. Education, Citizenship and Social Justice, 1, 141–156.CrossRefGoogle Scholar
Blair, D. (2009). The child in the garden: An evaluative review of the benefits of school gardening. Journal of Environmental Education, 40, 15–38.CrossRefGoogle Scholar
Boal, A. (2002). Games for actors and non-actors (A. Jackson, Trans.). New York: Routledge.Google Scholar
Bosselmann, K., Brown, P.G., & Mackey, B. (2012). Enabling a flourishing earth: Challenges for the green economy, opportunities for global governance. Review of European Community and International Law, 21, 23–30.CrossRefGoogle Scholar
Bowers, C.A. (2008). Why a critical pedagogy of place is an oxymoron. Environmental Education Research, 14, 325–335.CrossRefGoogle Scholar
Brown, L.B. (2012). Full planet, empty plates: The new geopolitics of food scarcity. New York: Norton.Google Scholar
Bruner, J. (1961). That act of discovery. Harvard Educational Review, 31, 21–31.Google Scholar
Callahan, R.E. (1962). Education and the cult of efficiency: A study of the social forces that have shaped the administration of the public schools. Chicago: University of Chicago Press.Google Scholar
Canning, P., Courage, M., & Frizzell, L. (2004). Overweight and obesity in preschool children in Newfoundland and Labrador. St. John's: MUN.Google Scholar
Capper, C.A., Theoharis, G., & Sebastian, J. (2006). Toward a framework for preparing leaders for social justice. Journal of Educational Administration, 44, 209–224.CrossRefGoogle Scholar
CBC News. (2013). New owner of infamous XL Foods plant touts changes. Retrieved from http://www.cbc.ca/news/canada/calgary/new-owner-of-infamous-xl-foods-plant-touts-changes-1.1371904Google Scholar
Choksy, L., & Brummitt, D. (1987). 120 Singing games and dances for elementary schools. Englewood Cliffs: Prentice-Hall.Google Scholar
Cloke, P. (2006). Conceptualizing rurality. In Cloke, P., Marsden, T., & Mooney, P.H. (Eds.), Handbook of rural studies (pp. 18–28). London: Sage.CrossRefGoogle Scholar
Collins, M. (1998). Lifelong education as emancipatory pedagogy. In Scott, S.M., Spencer, B., & Thomas, A.M. (Eds.), Learning for life: Canadian readings in adult education (pp. 107–113). Toronto, ON: Thompson Educational Publishing.Google Scholar
Corbett, M. (2007). Learning to leave: The irony of schooling in a coastal community. Halifax, NS: Fernwood.Google Scholar
Corbett, M. (2009). Rural schooling in mobile modernity: Returning to the places I’ve been. Journal of Research in Rural Education, 24, 1–13.Google Scholar
Coward, H., Ommer, R., & Pitcher, T. (2000). Just fish: Ethics and Canadian marine fisheries. St. John's, NL: ISER Press.Google Scholar
Dewey, J. (1938). Experience and education. New York: Collier.Google Scholar
Dewey, J. (1940). Education today. New York: Greenwood.Google Scholar
Dewey, J. (1980 [1934]). Art as experience. New York: Pedigree Books.Google Scholar
Doyle, C. (1993). Raising curtains on education: Drama as a site for critical pedagogy. Toronto: OISE Press.Google Scholar
Duckworth, E.R. (2006). The having of wonderful ideas: And other essays on teaching and learning (3rd ed.). New York: Teachers College Press.Google Scholar
Edmondson, J., & Bulter, T. (2010). Teaching school in rural America: Toward an educated hope. In Schafft, K.A. & Jackson, A. Youngblood (Eds.), Rural education for the 21st century: Identity, place, and community in a globalizing world (pp. 150–172), University Park: Pennsylvania State University Press.Google Scholar
Eisner, E.W. (2006). Does art-based research have a future? Studies in Art Education, 48, 9–18.CrossRefGoogle Scholar
Fairbairn, M. (2010). Framing resistance: International food regimes and the roots of food sovereignty. In Wittman, H., Desmarais, A.A., & Wiebe, N. (Eds.), Food sovereignty: Reconnecting food, nature and community (pp. 15–32). Black Point, NS: Fernwood.Google Scholar
Fay, B. (1977). How people change themselves: The relationship between critical theory and its audience. In Ball, T. (Ed.), Political theory and praxis: New perspectives (pp. 200–233). Minneapolis, MN: University of Minnesota Press.Google Scholar
Finley, R. (2013). A guerilla gardener in South Central LA. TED Talk. Retrieved from http://www.ted.com/talks/ron_finley_a_guerilla_gardener_in_south_central_laGoogle Scholar
Furman, G. (2012). Social justice leadership as praxis: Developing capacities through preparation programs. Educational Administration Quarterly, 48, 191–229.CrossRefGoogle Scholar
Furman, G.C., & Gruenewald, D.A. (2004). Expanding the landscape of social justice: A critical ecological analysis. Educational Administration Quarterly, 40, 47–76.CrossRefGoogle Scholar
Giroux, H.A. (2010, November 23). Lessons to be learned from Paulo Freire as education is being taken over by the mega rich. Truthout. Retrieved from http://archive.truthout.org/lessons-be-learned-from-paulo-freire-education-is-being-taken-over-mega-rich65363Google Scholar
Glesne, C. (2010). Disappearing into another's words through poetry in research and education. Learning Landscapes, 4, 29–36.CrossRefGoogle Scholar
Goulding, J. (1982). The last outport: Newfoundland in crisis. Toronto: York University Press.Google Scholar
Greene, M. (1995). Releasing the imagination: Essays on education, the arts, and social change. San Francisco: Jossey-Bass.Google Scholar
Greenfield, T.B., & Ribbins, P. (1993). Greenfield on educational administration: Towards a humane science. London: Routledge.Google Scholar
Greenwood, D. (2013). A critical theory of place-conscious education. In Stevenson, R.B., Brody, M., Dillon, J., & Wales, A.E.J. (Eds.), Handbook of research on environmental education (pp. 93–100). New York: Routledge.CrossRefGoogle Scholar
Gruenewald, D.A. (2003). The best of both worlds: A critical pedagogy of place. Educational Researcher, 32, 3–12.CrossRefGoogle Scholar
Gruenewald, D.A., & Manteaw, B.O. (2007). Oil and water still: How No Child Left Behind limits and distorts environmental education in US schools. Environmental Education Research, 13, 171–188.CrossRefGoogle Scholar
Gruenewald, D.A., & Smith, G.A. (2008). Creating a movement to ground learning in place. In Gruenewald, D.A. & Smith, G.A. (Eds.), Place-based education in the global age (pp. 345–358). New York: Taylor & Francis.Google Scholar
Habermas, J. (1984). The theory of communicative action-volume one: Reason and the rationalization of society. (Trans. T. McCarthy). Boston, MA: Beacon.Google Scholar
Harris, C.E. (2008). Exploring critical awareness through aesthetic experience: Implications for the preparation of educational leaders. Journal of Educational Administration and Foundations, 19, 55–80.Google Scholar
Harris, C.E., & Barter, B.G. (2013). Community arts in critical research, curriculum and pedagogy: Understanding and changing food practices as a leadership issue. Journal of Educational Administration and Foundations, 23, 27–47.Google Scholar
Hillyard, S. (2007). The sociology of rural life. Oxford & New York: BERG.CrossRefGoogle Scholar
Jodson, G. (2010). A new approach to ecological education: Engaging students’ imaginations in their world. New York: Peter Lang.CrossRefGoogle Scholar
Kannapel, P.J., & DeYoung, A.J. (1999). The rural school problem in 1999: A review and critique of the literature. Journal of Research in Rural Education, 15, 67–79.Google Scholar
Kelley, R.L. (2010). An innovative and practical course for environmental educators. Applied Environmental Education and Communication, 9 (4), 243–250.CrossRefGoogle Scholar
Kennedy, J.C. (2006). Disempowerment: The cod moratorium, fisheries, restructuring, and the decline of power among Labrador fishers. In Sinclair, P.R. & Ommer, R.E. (Eds.), Power and restructuring: Canada's coastal society and environment (pp. 129–144). St. John's, NL: ISER Press.Google Scholar
Kozak, M.S., & McCreight, J. (2013). We grew it!: Enrichment through gardening in elementary school. Applied Environmental Education and Communication, 12, 29–37.CrossRefGoogle Scholar
Mackler, S. (2010). And worldlessness, alas, is always a kind a barbarism: Hannah Arendt and the challenge of educating in worldless times. Teachers College Record, 112, 509–552.CrossRefGoogle Scholar
Marzano, R.J. (2011). Arts and science of teaching: The perils and promises of discovery learning. Promoting Respectful Schools, 69, 86–87.Google Scholar
McGregor, D. (2004). Traditional ecological knowledge and sustainable development: Towards coexistence. In Blaser, M., Feit, H., & McRae, G. (Eds.), In the way of development: Indigenous people, life projects and globalisation (pp. 72–91). London, UK: Zed Books.CrossRefGoogle Scholar
Millenium Ecosystem Assessment. (2005). Ecosytems and human well-being synthesis. Washington, DC: Island Press.Google Scholar
Nakagawa, Y., & Payne, P.G. (2014). Critical place as a fluid margin in post-critical environmental education. Environmental Education Research. Retrieved from http://dx.doi.org/10.1080/13504622.2013.862612.Google Scholar
Neis, B., Binkley, M., Gerrard, S., & Maneschy, M.C. (Eds.). (2005). Changing tides: Gender, fisheries and globalization. Halifax, NS: Fernwood.Google Scholar
Ommer, R. (2007). Coasts under stress: Restructuring and social-ecological health. Montreal, PQ, & Kingston, ON: McGill-Queen's University Press.CrossRefGoogle Scholar
Orr, D. (1992). Ecological literacy. Albany, NY: SUNY Press.Google Scholar
Parrish, C.C., Turner, N.J., & Solberg, S.M. (Eds.). (2008). Resetting the kitchen table: Food security, culture, health and resilience in coastal communities. New York: Nova Science.Google Scholar
Patel, R. (2007). Stuffed and starved: Markets, power and the hidden battle for the world food system. Toronto: HarperCollins.Google Scholar
Piaget, J. (1964). Development and learning. In Ripple, R.E. & Rockcastle, V. (Eds.), Piaget rediscovered: A report on the conference of cognitive studies and curriculum development (pp. 7–20). Ithica, NY: Cornell University.Google Scholar
Pollan, M. (2007). The omnivore's dilemma: A natural history of four meals. New York: Penguin Books.Google Scholar
Portelli, J., & Vibert, A. (2002). Beyond common educational standards: Toward a curriculum of life. In Portelli, J. A. & Solomon, R. P. (Eds.), The erosion of democracy in education: From critique to possibilities (pp. 63–82). Calgary, AB: Detselig.Google Scholar
Reis, G., & Guimaraes-Iosif, R. (2012). The death and life of a school-based environmental education and communication program in Brazil: Rethinking education leadership and ecological learning. Applied Environmental Education and Communication, 11, 123–132.CrossRefGoogle Scholar
Robinson, K. (2009). The element: How finding your passion changes everything. New York: Viking.Google Scholar
Sandri, O.J. (2013). Exploring the role and value of creativity in education for sustainability. Environmental Education Research, 19, 765–778. Retrieved from http://dx.doi.org/10.1080/13504622.2012.749978CrossRefGoogle Scholar
Schafft, K.A., & Youngblood Jackson, A. (Eds.). (2010). Rural education for the 21st century: Identity, place, and community in a globalizing world. University Park, PA: Penn State University Press.Google Scholar
Shusterman, R. (2001). Pragmatism: Dewey. In Gaut, B. & Lopes, D. M. (Eds.), The Routledge companion to aesthetics (pp. 97–106). London, UK: Routledge.Google Scholar
Smyth, J. (1989). A ‘pedagogical’ and ‘educative’ view of leadership. In Smyth, J. (Ed.), Critical perspectives on educational leadership, (pp.179–204). London, UK: Falmer.Google Scholar
Theobald, P. (1997). Teaching the commons: Place, pride, and the renewal of community. Boulder, CO: Westview Press.Google Scholar
Theobald, P., & Wood, K. (2010). Learning to be rural: Identity lessons from history, schooling, and the U.S. corporate media. In Schafft, K.A. & Youngblood Jackson, A. (Eds.), Rural education for the 21st century: Identity, place, and community in a globalizing world (pp. 17–33). University Park, PA: Penn State University Press.Google Scholar
Theoharis, G. (2007). Social justice educational leaders and resistance: Toward the theory of social justice leadership. Educational Administration Quarterly, 43, 221–258.CrossRefGoogle Scholar
Yavetz, B., Goldman, D., & Pe’er, S. (2014). How do preservice teachers perceive ‘environment’ and its relevance to their area of teaching? Environmental Education Research, 20, 354–371.CrossRefGoogle Scholar
Wittman, H., Desmarais, A.A., & Wiebe, N. (Eds.). (2010). Food sovereignty: Reconnecting food, nature and community. Black Point, NS: Fernwood.Google Scholar
Wright, M.F. (2003). Releasing the chrysalis: The reconstruction of teacher identity through arts-based narrative and inquiry. Arts-Informed, 2, 6–10.Google Scholar
Wright, M.C. (2001). A fishery for modern times: The state and the industrialization of the Newfoundland fishery, 1934–68. Toronto: University of Toronto Press.CrossRefGoogle Scholar