How do you wish to be cited? Citation practices and a scholarly community of care in trans studies research articles

2025-05-27 00:00:22 | Article | অংশগ্রহণকারী(রা): Katja Thieme, Mary Ann S. Saunders | https://doi.org/10.1016/j.jeap.2018.03.010

citation, trans studies, gender studies, research writing, academic writing, embodied knowledge, pragmatics

Expressive Freedom and Ethical Responsibility at Canadian Universities

2025-05-23 19:37:50 | Article | অংশগ্রহণকারী(রা): Katja Thieme | https://doi.org/10.7202/1108911ar

This article reviews recent government incursions on questions of free speech at universities and colleges in Ontario and Alberta and presents the challenge they pose to university autonomy. Inherent in university autonomy is the possibility—or the obligation—that universities make decisions...

Constitutive Rhetoric as an Aspect of Audience Design: The Public Texts of Canadian Suffragists

2025-05-23 19:08:38 | Article | অংশগ্রহণকারী(রা): Katja Thieme | https://doi.org/10.1177/0741088309353505

This article offers a way of using the theory of audience design—how speakers position different audience groups as main addressees, overhearers, or bystanders—for written discourse. It focuses on main addressees, that is, those audience members who are expected to participate in and respond to...

A Principled Uncertainty: Writing Studies Methods in Contexts of Indigeneity

2025-05-23 18:24:47 | Article | অংশগ্রহণকারী(রা): Katja Thieme, Shurli Makmillen | https://doi.org/10.58680/ccc201728963

This article uses rhetorical genre theory to discuss methods for writing studies research in light of increasing participation of Indigenous scholars and students in disciplines throughout the academy. Like genres, research methods are embedded in systems of interaction that create subject...

Humanities and Social Sciences Commons. Herramienta para la colaboración y difusión de resultados de investigación

2025-05-08 18:33:40 | Review | অংশগ্রহণকারী(রা): Alan Colin-Arce | https://doi.org/10.25547/1FQN-CN48

A Principled Uncertainty: Writing Studies Methods in Contexts of Indigeneity

2025-04-11 19:46:03 | Article | অংশগ্রহণকারী(রা): Katja Thieme, Shurli Makmillen | https://doi.org/10.58680/ccc201728963

This article uses rhetorical genre theory to discuss methods for writing studies research in light of increasing participation of Indigenous scholars and students in disciplines throughout the academy. Like genres, research methods are embedded in systems of interaction that create subject...

GitHub as Scholarly Communication: A community-sourced starter guide

2025-03-31 14:26:04 | Online resource | অংশগ্রহণকারী(রা): Brittany Amell, Jamie Takaoka

GitHub, scholarly communication, community, starter pack, resources

The state of post-secondary food studies pedagogy in Canada: An exploration of philosophical and normative underpinnings

2025-03-19 22:13:19 | Article | অংশগ্রহণকারী(রা): Phoebe Stephens, Lucy Hinton | https://doi.org/10.15353/cfs-rcea.v8i4.468

To date, there has been little empirical research on how food studies pedagogy has developed in Canada. Yet, across Canada, more and more postsecondary institutions are offering food studies in formalized programs and individual courses to undergraduate students. This paper contributes to the...

Addressing the call: A review of food justice courses in Canada and the USA

2025-03-19 22:13:18 | Article | অংশগ্রহণকারী(রা): Meryn Corkery, Will Valley, Joyce Liao 廖釆約, Colin Dring | https://doi.org/10.15353/cfs-rcea.v8i4.456

To address inequality's root causes both within and beyond the food chain, food justice scholars have called for explicit integration of trauma/inequity, land, labour, exchange, and governance into post-secondary education food studies and related fields. This paper explores how instructors of...

Digesting performance: An embodied-environmental approach to food pedagogy

2025-03-19 22:13:18 | Article | অংশগ্রহণকারী(রা): David Szanto | https://doi.org/10.15353/cfs-rcea.v8i4.454

Food and food systems are distinct from many other areas of study, in part because of the material, experiential, and affective elements they comprise. Teaching about food can therefore benefit from pedagogical approaches that acknowledge, account for, and activate intersubjectivity, emotions,...

Eating and learning about food at school and on campus: Farm to Cafeteria Canada (F2CC) in Metro Vancouver

2025-03-19 22:13:18 | Article | অংশগ্রহণকারী(রা): Estevan Coca | https://doi.org/10.15353/cfs-rcea.v8i4.460

Food is an interdisciplinary topic that transverses different areas of knowledge, allowing it to be used as a pedagogical resource in numerous teaching-learning processes and environments. This paper seeks to contribute to early debates on the relationship between public procurement and food...

Preserving stories, preserving food: Intergenerational and multicultural pedagogies for food waste reduction from Pakistan, China and Canada

2025-03-19 22:13:18 | Article | অংশগ্রহণকারী(রা): Tammara Soma, Jayda Wilson, Molly Mackay, Yuting Cao | https://doi.org/10.15353/cfs-rcea.v8i4.455

Worldviews, cultures, spirituality, and history not only influence how societies define “food” and “waste”, they also shape how we consume food and the relationship we have with the broader food system. While food waste has emerged as a global concern and a complex “wicked problem” that...

Kitchen Wizards: Community Engaged Learning at The Wolfville Farmers’ Market

2025-03-19 22:13:18 | Article | অংশগ্রহণকারী(রা): Mary Margaret Sweatman, Barb Anderson, Kelly Marie Redcliffe, Alan Warner, Janine Annett | https://doi.org/10.15353/cfs-rcea.v8i4.470

This article tells the story of an introductory, undergraduate required course with a significant community service-learning project developed in partnership between the School of Nutrition and Dietetics at Acadia University and the Wolfville Farmers’ Market. This partnership began in 2009,...

Understanding and developing food pedagogies in Ontario pre-service education

2025-03-19 22:13:18 | Article | অংশগ্রহণকারী(রা): Rachelle Campigotto, Sarah Barrett, Rod MacRae | https://doi.org/10.15353/cfs-rcea.v8i4.464

Policy documents implore Ontario teachers to integrate environmental education (EE) in the curriculum. Evidence of significant barriers such as lack of time, resources and knowledge, and lack of preparation at the Bachelor of Education level to teaching EE is well documented (Barrett, 2007,...

Agrifood systems literacy: Insights from two high schools’ programs in Ontario

2025-03-19 22:13:17 | Article | অংশগ্রহণকারী(রা): Alicia Martin, Marie-Josée Massicotte | https://doi.org/10.15353/cfs-rcea.v8i4.461

Following the increased industrialization and globalization of the prevailing agrifood system, researchers and practitioners have highlighted the detrimental impacts of this model on human health, food security, and the environment. As such, experts and citizens are calling for an increased...

Looking back, looking forward: A field report on the Earth to Tables Legacies multimedia educational package

2025-03-19 22:13:17 | Report | অংশগ্রহণকারী(রা): Alexandra Gelis, Deborah Barndt | https://doi.org/10.15353/cfs-rcea.v8i4.465

The Earth to Tables Legacies Project emerged in 2015, growing out of personal relationships, but also built on a long trajectory of participatory research, multimedia arts production and popular education. We created an intergenerational and intercultural exchange of food activists working for...

Opportunities and Challenges of Developing a Culinary Food Studies Bachelor’s Degree

2025-03-19 22:13:17 | Report | অংশগ্রহণকারী(রা): Caitlin Michelle Scott, Lori Stahlbrand | https://doi.org/10.15353/cfs-rcea.v8i4.463

Although Food Studies has been acknowledged as a distinctive field in Canada for almost two decades, until now there has not been an undergraduate degree in Food Studies in this country. This is changing with the development of Canada’s first Honours Bachelor’s Degree in Food Studies (BFS) at...

Etuaptmumk - two-eyed seeing: Bringing together land-based learning and online technology to teach Indigenous youth about food

2025-03-19 22:13:16 | Report | অংশগ্রহণকারী(রা): Renee Bujold, Ann Fox, Kerry Propser, Kara Pictou, Debbie Martin | https://doi.org/10.15353/cfs-rcea.v8i4.466

In 2019 we began an intergenerational Land-based learning program with the goal of engaging a group of Mi’kmaw youth from a rural community in Nova Scotia with their Traditional Foodways. When COVID-19 and the physical distancing restrictions hit Nova Scotia, however, this changed how we...

No syllabus, no problem: Let’s co-create a world of food, agriculture, and society

2025-03-19 22:13:16 | Report | অংশগ্রহণকারী(রা): David Connell | https://doi.org/10.15353/cfs-rcea.v8i4.458

The intimate relation people have with food provides unique opportunities for teaching. In this field report, I will describe and reflect upon the method of student-centred learning I use in a first-year university course entitled Food, Agriculture & Society. The aim of the course is to...

From tensions to transformation: Teaching food systems in a graduate dietetics course

2025-03-19 22:13:16 | Report | অংশগ্রহণকারী(রা): Eric Ng, Donald C Cole | https://doi.org/10.15353/cfs-rcea.v8i4.462

Dietitians are deeply embedded within food systems, so food systems concepts are becoming an essential component of dietetic education in Canada. Yet how can we, as educators, better prepare future dietitians to embrace the complexity of food systems and be forces of change towards...