The recent “pedagogical turn” (Flowers and Swan 2012, p. 424) in food studies has productively focused attention on how to teach for a more just and sustainable food system. So far, however, the question of the place for food literacy in food systems pedagogy has received relatively little attention. In this perspective piece, we argue that critical food literacy needs to be a central feature of food studies curricula. Taking food systems pedagogy seriously means that teachers and institutions need to support students with the elements of critical food literacy. This focus will result in a more robust and effective food systems pedagogy, and higher levels of critical food literacy among students.

Los investigadores deben citar este trabajo de la siguiente manera:

• Classens, M., Sytsma, E., (2025), "Student food literacy, critical food systems pedagogy, and the responsibility of postsecondary institutions", HSSCommons: (DOI: 10.15353/cfs-rcea.v7i1.370)

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1. Critical food literacy
2. food systems pedagogy

Original publication: Classens, Michael; Sytsma, Emily. "Student food literacy, critical food systems pedagogy, and the responsibility of postsecondary institutions." Canadian Food Studies / La Revue canadienne des études sur l'alimentation, vol. 7, no. 1, 2020, pp. 8-19. DOI: 10.15353/cfs-rcea.v7i1.370. This material has been re-published in an unmodified form on the Canadian HSS Commons with the permission of Canadian Food Studies / La Revue canadienne des études sur l'alimentation. Copyright © the author(s). Work published in CFS/RCÉA prior to and including Vol. 8, No. 3 (2021) is licensed under the Creative Commons CC BY license. Work published in Vol. 8, No. 4 (2021) and after is licensed under the Creative Commons CC BY-SA license. For details, see creativecommons.org/licenses/.