Critical dietetics: A discussion paper

Gingras, Jacqui; Asada, Yuka; Fox, Ann; Coveney, John; Berenbaum, Shawna; Aphramor, Lucy

doi:10.32920/cd.v2i1.759

Cited by 9 publications

(7 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…We developed a critical approach to teaching and learning in this food system course. Our understanding of critical borrows from the components of critical food studies by Koç et al (2017), critical dietetics by Gingras et al (2014), critical food pedagogies by Sumner (2015), and the value-based approach by Galt et al (2012).…”

Section: Our Critical Approach To Teaching Food Systemsmentioning

confidence: 99%

“…First, we seek to provide alternatives to positivism in public health nutrition. Positivism asserts that knowledge and learning are only objective, empirical, and value-neutral (Galt et al, 2012;Gingras et al, 2014). On the other hand, the value-based approach by Galt et al (2012) acknowledges that values shape the decisions we make about our food systems, and that values influence food systems education.…”

Section: Our Critical Approach To Teaching Food Systemsmentioning

confidence: 99%

Section: Our Critical Approach To Teaching Food Systemsmentioning

confidence: 99%

“…Third, as instructors, we situated ourselves within food systems by practicing reflexivity (Gingras et al, 2014). Reflexivity is a way to understand our own perspectives and close the distance between ourselves and the field of study (Gingras et al, 2014). Our values and positionalities shape our interactions with the food systems; they also influence why and how we teach food systems.…”

Section: Our Critical Approach To Teaching Food Systemsmentioning

confidence: 99%

“…(2015 Assignment) Halman et al (2017) suggest that "cognitive disequilibrium leads to students examining their values and beliefs" (p.18). These tensions, however, can seem unfamiliar and amplified in nutrition, a field rooted in the traditional biomedical model, expert-orientation, and positivist way of learning-knowing (Gingras et al, 2014). Galt et al (2013) noted while self-reflection can be difficult for some students, the dissonance students realize by noting the gap between "what is and what should be" (p.136) propels students to take action and challenge the status quo.…”

Section: Tensionsmentioning

confidence: 99%

See 4 more Smart Citations

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

Cole

2021

CanFoodStudies

View full text Add to dashboard Cite

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 equity? In an effort to explore this question in a practical way, we integrated food systems concepts into a mandatory course of a public health graduate dietetics program. This field report shares our experiences teaching food systems over five years based on our notes kept, student feedback, and course evaluations. Our learnings have been in three key areas: intentions, facilitation, and tensions. We recognized that teaching about food systems is value-laden. Hence we have been explicit with the students about our positionality and our intentions in designing the course, partly to meet the management of food systems competency requirements, but also to stimulate thinking about alternative options for purpose, structures, and processes in food systems. Our facilitation approaches aimed to foster a critical consciousness towards social justice and systems change. Using teaching and evaluation methods such as experiential learning, community projects, and reflection assignments, students have encountered the complexity of food systems and the challenges-opportunities they pose. As educators, we have grappled with the tensions of challenging dominant positivist discourses in public health nutrition. Politicized topics such as migrant farm-worker regimes, industrial food production, regulation of food marketing, and mitigation of the impact of colonization have generated debates in the classroom about the role and scope of dietetic practice. Most students have situated themselves more explicitly within a food system, and some began to question hidden structures of power. While it remains challenging to address this breadth within the constraints of one course, we believe it worthwhile to model and stimulate critical reflexivity with the next generation of dietitians as critical food learners-teachers themselves. Even though the course is no longer offered using this food systems approach, course components can be integrated throughout the dietetic curriculum.

show abstract

Section: Our Critical Approach To Teaching Food Systemsmentioning

confidence: 99%

Section: Our Critical Approach To Teaching Food Systemsmentioning

confidence: 99%

Section: Our Critical Approach To Teaching Food Systemsmentioning

confidence: 99%

Section: Our Critical Approach To Teaching Food Systemsmentioning

confidence: 99%

Section: Tensionsmentioning

confidence: 99%

See 3 more Smart Citations

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

Cole

2021

CanFoodStudies

View full text Add to dashboard Cite

show abstract

Nutrition and Dietetics Professionals Sustainable Food Systems Knowledge Seeking Behaviour

Powell,

Carlsson,

Callaghan

2024

Journal of Hunger & Environmental Nutrition

View full text Add to dashboard Cite

Exploring the relevance of intersectionality in Australian dietetics: Issues of diversity and representation

Delbridge

Jovanovski

Skues

et al. 2022

Sociology Health & Illness

View full text Add to dashboard Cite

Through an exploration of the origins of dietetics in the West, and specifically in Australia, we problematise the lack of diversity within the profession through the lens of intersectionality. Dietetics in Australia continues to be dominated by Australian-born women, and ideologies about dietitians perpetuate narratives of white, young, slim, women. Intersectional approaches to critiquing diversity in dietetics provides a useful framework to extend critical studies of health disparities into disparities in the dietetics professional workforce, which is advanced through structural, political and representational intersectionality guided critique. Through the analysis, a dialog is prompted in order to chart paths forward to find 'how differences will find expression' within the professional group. To do this, dietetics as a profession must reckon with its historical roots and step forward, out of a perceived position of objective neutrality regarding people and diversity, and into a position that can recognise that professional institutions have the power to exclude and marginalise, along with the power to include and transform.

show abstract

Critical dietetics: A discussion paper

Cited by 9 publications

References 30 publications

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

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

Nutrition and Dietetics Professionals Sustainable Food Systems Knowledge Seeking Behaviour

Exploring the relevance of intersectionality in Australian dietetics: Issues of diversity and representation

Contact Info

Product

Resources

About