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

Autor/inn/en	Harris, Carol E.; Barter, Barbara G.
Titel	Pedagogies That Explore Food Practices: Resetting the Table for Improved Eco-Justice
Quelle	In: Australian Journal of Environmental Education, 31 (2015) 1, S.12-33 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0814-0626
DOI	10.1017/aee.2015.12
Schlagwörter	Food; Rural Areas; Agriculture; Curriculum; History; Urban Areas; Teaching Methods; Experiential Learning; Discovery Learning; Foreign Countries; Art; Teacher Education; Curriculum Development; Instructional Leadership; Canada + Suchen Sie Ihr Suchwort? Lebensmittel; Rural area; Ländlicher Raum; Landwirtschaft; Curricula; Lehrplan; Rahmenplan; Geschichte; Geschichtsdarstellung; Urban area; Stadtregion; Teaching method; Lehrmethode; Unterrichtsmethode; Experiental learning; Erfahrungsorientiertes Lernen; Entdeckendes Lernen; Ausland; Arts; Kunst; Lehrerausbildung; Lehrerbildung; Curriculum; Development; Curriculumentwicklung; Entwicklung; Instruction; Leadership; Bildung; Erziehung; Führung; Kanada
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01