Barriers to Urban Food Action: Relevance of Food Pedagogies

Abstract

Cities strive to feed growing populations while at the same time minimize the environmental impacts of their food systems. To support cities to achieve their goals, they require systematic and practical actions, including identification of the needs and capacities of food practitioners to guide and support food-related policies and initiatives. This study aims to explore barriers to food-related actions in everyday settings and the potential of a food pedagogy framework to overcome such barriers. Semi-structured interviews were conducted with 39 experienced food leaders from diverse food-related areas in Australia. Thematic analysis identified six key themes related to weaknesses in food-related actions, including lack of: a broad understanding about food; acknowledgement of values of food in everyday lives; a broad pedagogical lens; a responsible entity; organizational supports; and coordination between stakeholders and communities. Existing national and global food initiatives were reviewed using a pedagogical framework to identify presence of these barriers to actions, together with strategies that aimed to avoid or diminish such barriers. The findings confirm that a pedagogical approach has potential to enhance the roles and capacities of food practitioners and provide support for government and community structures to achieve a common vision of healthy and sustainable urban food systems.

Creating Food Learning Opportunities for Adults Within Urban Settings: A Framework for Food Pedagogies

“…Prior studies identified the importance of each of the five themes of the framework in enabling individuals and communities to advance their health and well-being 22 and understand and take action to support sustainable food systems. 50 These themes comprise the food pedagogy framework that can achieve effective and sustainable food policies and urban-based food initiatives. With respect to urban food-based activities, the themes, such as 'Making use of (in)formal pedagogical spaces in communities' and 'Developing supportive and transparent systems', need to be reflected in government sectors and within policy making processes.…”