Continuity and Change in Tohono O'odham Food Systems: Implications for Dietary Interventions

Fazzino, David

doi:10.1111/j.1556-486x.2008.00006.x

Cited by 6 publications

(9 citation statements)

References 20 publications

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“…I am referring here to the box checking and compliance driven process of the Institutional Review Board whose requirements vary quite considerably from institution to institution. Indeed, in my own work on the Tohono O'odham Nation [8] as a graduate student at the University of Florida, the checks were relatively permissive as I made my way through the University of Florida's IRB and my research was approved on the Tohono O'odham Nation prior to attaining formal permission from the Tohono O'odham Nation itself. This was not the case for students at the University of Arizona who were required to attain formal permission from the Legislative Council of the Tohono O'odham Nation before their proposed research would even be considered.…”

Section: Navigating the Institutional Review Boardmentioning

confidence: 99%

Exploring the Field in Your Backyard: Community-based Learning in Environmental Anthropology

Fazzino¹

2016

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This paper discusses the integration of applied and community-based anthropological fieldwork into programs that do not specifically address applied work. While there has been an increased interest in applied work, it is also the case that not all programs and departments are moving to an applied approach. Instructors who attempt to add these as essential components into advanced level classes may face a multitude of daunting challenges, amongst them the ability to balance this with substantive in-class content delivery, meeting regulatory requirements with the institutional review board, varying levels of student knowledge in methods and theory, and attaining and maintaining student interest. This paper discusses a variety of approaches to meet these challenges and suggests a timeline for a 15-week course that achieves a balancing act of substantive course delivery and hands-on experiences, offering students the best of "both worlds".

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Section: Navigating the Institutional Review Boardmentioning

confidence: 99%

Exploring the Field in Your Backyard: Community-based Learning in Environmental Anthropology

Fazzino¹

2016

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“…Can community be built, on the one hand, through the growing of local and organic foods, but simultaneously be eroded when these foods are brought in from elsewhere? While traditional foods are claimed by communities over long periods of time and remain key markers of ethnic identity in many contexts, they too are subject to shifting relations and interdependencies, which have not existed from time immemorial (see, e.g., Fazzino, 2008).…”

Section: Whence Local Food?mentioning

confidence: 99%

Participation and Investment in Local Agriculture: What’s in a Community?

Fazzino

Loring

Mohammadi

2013

JAFSCD

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“…These have real world impacts in terms of how I have conducted research on food systems. For example, I reported the shifting nature of knowledge and perceptions of traditional foods along generational lines in Tohono O'odham Nation (TON) in southern Arizona, using the broad categories of young adult, middle-age adult, and elder (Fazzino, 2008). The importance of locally produced food has entered these discussions of identity and food sovereignty, as they are healthier options that will help turn the tide of the nutritional and social consequences of increased consumption of imported goods (Fazzino, 2008).…”

mentioning

confidence: 99%

“…For example, I reported the shifting nature of knowledge and perceptions of traditional foods along generational lines in Tohono O'odham Nation (TON) in southern Arizona, using the broad categories of young adult, middle-age adult, and elder (Fazzino, 2008). The importance of locally produced food has entered these discussions of identity and food sovereignty, as they are healthier options that will help turn the tide of the nutritional and social consequences of increased consumption of imported goods (Fazzino, 2008). My research on the TON highlighted many issues with continuity and change in the context of the traditional food system, as young adults (those aged 18-39) were more likely than elders (those aged 60 and above) to name introduced foods as traditional (Fazzino 2008).…”

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confidence: 99%

Reflexivity and food systems research

Fazzino

2022

J. Agric. Food Syst. Community Dev.

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This commentary is the result of an imperfect fit of much of the content below for a collection on sustainability and food. Ultimately I choose to remove this as it went through the review process, realizing it was a likely a round-(w)hole–square-peg type of situation. It was perhaps a bit tongue in cheek or “obtuse” for a more “scientific” way of considering the issue of food systems sustainability. In one of the disciplines from which I write, anthropology, the reflexive turn—refuting the outright positivism of neutral and objective studies, which make claims to a knowable and absolute truth—has become a part of the intellectual landscape for generations. This has led to more scientific studies wherein anthropologists are generally more honest about the extent and limitations of their research and writing. The ethnographic texts that implied omniscient and omnipresent accounts of the cultural group have generally faded from favor toward more partial accounts that are (1) reflexive in their thorough descriptions of the methods employed, and (2) those which disclose, to a greater or lesser extent, one’s positioning. These lessons have not generally permeated larger-level discussions of global food systems. Below, I take up the idea of positioning, highlighting tensions that don’t quite make the cut of being labeled or disclosed as a potential “conflict of interest” in academic publications, but nevertheless have implications in terms of how research is conducted, written up, and ultimately becomes accepted knowledge in particular disciplinary and professional accounts.

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Continuity and Change in Tohono O'odham Food Systems: Implications for Dietary Interventions

Cited by 6 publications

References 20 publications

Exploring the Field in Your Backyard: Community-based Learning in Environmental Anthropology

Exploring the Field in Your Backyard: Community-based Learning in Environmental Anthropology

Participation and Investment in Local Agriculture: What’s in a Community?

Reflexivity and food systems research

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