A Principled Uncertainty: Writing Studies Methods in Contexts of Indigeneity

2025-04-11 19:46:03 | Article | Contributor(s): 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 | Contributor(s): 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 | Contributor(s): 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 | Contributor(s): 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 | Contributor(s): 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 | Contributor(s): 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 | Contributor(s): 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 | Contributor(s): 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 | Contributor(s): 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 | Contributor(s): 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 | Contributor(s): 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 | Contributor(s): 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...

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

2025-03-19 22:13:16 | Report | Contributor(s): 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...

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

2025-03-19 22:13:16 | Report | Contributor(s): 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...

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 | Contributor(s): 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...

From a study of the Newfoundland and Labrador school food system: : Describing an evolution in ways of knowing about school food

2025-03-19 22:13:15 | Article | Contributor(s): Emily Doyle | https://doi.org/10.15353/cfs-rcea.v8i4.471

In this perspective piece I reflect on the importance of considering the place of schools within broader systems for critical school food study and intervention. These reflections are based on my study of school food in Newfoundland and Labrador from a systems perspective which helped reveal...

Cultivating critical and food justice dimensions of youth food programs: : Lessons learned in the kitchen and the garden

2025-03-19 22:13:15 | Article | Contributor(s): Tina Moffat, Sarah Oresnik, Amy Angelo, Hanine Chami, Krista D'aoust, Sarah Elshahat, Yu Jia Guo | https://doi.org/10.15353/cfs-rcea.v9i1.547

In this article we present accounts of two youth food programs operating at a Community Food Centre. One program, Kids Club, engages children, aged 6 to 12, in cooking and gardening activities; the other, Cookin' Up Justice, is directed to adolescents (13 to 18 years) and explores food justice...

Une Recension du livre Diners, Dudes and Diets

2025-03-19 22:13:15 | Review | Contributor(s): Janie Perron | https://doi.org/10.15353/cfs-rcea.v9i1.549

Diners, Dudes and Diets by Emily Contois offers a unique opportunity for readers to deepen their understanding of the gendered nature of food in the historical context of the United States. In her book, Contois illustrates how the industry contributes to the construction of gender binaries to...

A Review of Facing Catastrophe? Food Politics and the Ecological Crisis By Carl Boggs

2025-03-19 22:13:15 | Review | Contributor(s): Amanda Shankland | https://doi.org/10.15353/cfs-rcea.v9i1.552

In his most recent work, Facing Catastrophe, Boggs takes aim at the environmental movement and calls for radical reform. The author argues that political change matching the extent of the ecological problems we face is urgently needed, and that “there can be no routine, painless ‘greening’ of...

Towards a common understanding of food literacy: a pedagogical framework

2025-03-19 22:13:15 | Article | Contributor(s): Kimberley J Hernandez, Doris Gillis, Kathleen Kevany, Sara Kirk | https://doi.org/10.15353/cfs-rcea.v8i4.467

Food literacy is an evolving term fundamental to both health and education.  The concept of food literacy typically has been informed by nutrition-focused thinking, with particular emphasis on food skills.  Moving beyond this traditional focus is necessary to address...