Food education as food literacy: privatized and gendered food knowledge in contemporary Japan

Kimura, Aya Hirata

doi:10.1007/s10460-010-9286-6

Cited by 93 publications

(67 citation statements)

References 23 publications

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“…While many definitions exist, it typically refers to the ability of individuals to understand the origins and production of food, apply nutritional knowledge to food choices, and to grow and prepare food (Cullen, Hatch, Martin, Higgins, & Sheppard, 2015;Goldstein, 2014;Vidgen & Gallegos, 2014). Food literacy defined in this way, however, shifts the responsibility of solving problems in the food system away from public policies toward individuals by focusing on increasing knowledge and skills (Kimura, 2011).…”

Section: What Is Critical Food Literacy?mentioning

confidence: 99%

Making Visible the People Who Feed Us: Educating for Critical Food Literacy Through Multicultural Texts

Yamashita

Robinson²

2016

JAFSCD

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The number of food systems education programs and curricula in the U.S. has increased in response to the growing interest in where food comes from and how it is grown. While these educational efforts aim to increase learners' connection to food and the land, they do not always focus explicitly on the structural inequities that shape food systems and the experiences of food workers. There is, however, a small but growing number of food systems education programs that seek to shed light on and challenge these inequities. We build on these existing critical approaches to food systems education by introducing the notion of critical food literacy-or the ability to examine one's assumptions, grapple with multiple perspectives and values that underlie the food system, understand the larger sociopolitical contexts that shape the food system, and take action toward creating just, sustainable food systems. In particular, we discuss and highlight the potential of multicultural texts to make visible food workers, especially those who tend to be less visible, and identify pedagogical strategies for cultivating critical food literacy by drawing on empirical research on response to multicultural literature and using a multicultural text produced by the Food Chain Workers Alliance as an illustrative example. Ultimately, we argue that citizens who develop and demonstrate critical food literacy can participate in public, democratic discourse about food systems and help create food systems that are just and sustainable for all.

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Section: What Is Critical Food Literacy?mentioning

confidence: 99%

Making Visible the People Who Feed Us: Educating for Critical Food Literacy Through Multicultural Texts

Yamashita

Robinson²

2016

JAFSCD

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“…Food justice scholars emphasise the ways in which social inequalities shape food and farming (Gottlieb and Joshi, 2010;Harper, 2010;Agarwal, 2014;Redmond and Porter, 2014;), technologies and science (Haraway, 1989(Haraway, , 2008Acero, 2012), and analyse the gender, race and class dimensions of environmental justice activism (Seager, 1994(Seager, , 2003Di Chiro, 1998;Stein, 2004;Bell and Braun, 2010;Perkins, 2012) and food and farming movements (Guthman 2008a(Guthman , 2008b(Guthman , 2011Slocum, 2006;Alkon, 2011;Kimura, 2011;Sachs and Alston, 2014).…”

Section: A Gender and Food Justice Approach To Analysing Hawaiʻi's Anmentioning

confidence: 99%

“…Indeed, other scholars caution against overdrawing these links in ways that responsibilise women for environmental, food and caring work in step with neoliberal ideologies (Agarwal, 2010) and raced, classed discourses of proper motherhood (Kimura, 2011;Skeggs, 2013). Moreover, theorists in other areas have critiqued the tying of femininity to reproductive capacity in environmental discourses (Mortimer-Sandilands and Erickson, 2010;Foster, 2011;Gandy, 2012), showing how emphasis on reproductivity can reinforce normative portrayals of gender and sexuality, ideas of naturalness and discourses of nation (Butler, 1990;Edelman, 2004).…”

Section: Moms On Missionsmentioning

confidence: 99%

Gendered Representations in Hawai‘i's Anti-Gmo Activism

Shaw

2016

Feminist Review

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The aim of this article is to analyse some of the representations of intersectional gender that materialise in activism against genetically modified organisms (GMOs). It uses the case of Hawaiʻi as a key node in global transgenic seed production and hotspot for food, land and farming controversies. Based on ethnographic work conducted since 2012, the article suggests some of the ways that gender is represented within movements against GMOs and offers examples of how this emerges through activist media representations. I suggest some of the ways that intersectional gender shapes this food-related movement by analysing themes of motherhood, warrior masculinities and sexualised femininities, exploring the implications these framings have for identification with movements. I propose that these representations of gender invoke some normative ideas that are nuanced in an intersectional, contextualised frame but that these nonetheless constrain movement participation and support by different subjects. The article suggests that these representations may work together to provide a sense of social certainty and familiarity that works to counterbalance and enable anti-GMO organising's threats to (agri)business as usual in the settler state.

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“…Kimura (2011) mengaju kan konsep food education untuk mengajar pengetahuan dan keterampilan jangkauan luas terkait makanan, sehingga orang dapat "eat right -makan yang benar". Makan…”

Section: Produksi Pangan Melalui Diy: Peluang Sosiologi Pangan Dan Sounclassified

Memproduksi Pangan Melalui Do It Yourself: Peluang bagi Sosiologi Pangan dan Sosiologi Pendidikan

Ranteallo

2016

JSPH

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AbstrakSistem pangan dan dinamika kuliner sedang menjadi perhatian global. Sementara itu peningkatan jumlah penduduk dunia seharusnya seimbang dengan jumlah pangan dan inovasi-inovasi pangan berkelanjutan. Sosiologi pangan dan sosiologi pendidikan berpeluang besar untuk menyebarkan pengetahuan terkait inovasi-inovasi pangan yang praktis, berdasarkan aktivitas-aktivitas Do-ItYourself (DIY). Praktik-praktik DIY yang disebarluaskan melalui media sosial telah menginspirasi dan mempengaruhi para konsumen, sehingga mereka telah memiliki kesadaran untuk mengupayakan, mendaur-ulang, serta memproduksi pangannya sendiri. Media sosial telah berperan dalam peningkatan jumlah jejaring sosial berdasarkan hobi berkebun, dan meningkatkan minat orang lain pada kebijakan-kebijakan pangan.Kata Kunci: pangan, berkebun, DIY, pendidikan, jejaring sosial. FOOD PRODUCING BY DO-IT-YOURSELF: OPPORTUNITIES FOR SOCIOLOGY OF FOOD AND SOCIOLOGY OF EDUCATION AbstractFood systems and the dynamics of culinaryis becoming a global concern. While the increase in the population of the world should be balanced with the a mount of food and sustainable food innovations. Sociologyof food and sociology of education has a great opportunity to spread knowledge of food-related innovations are practical, based on activities of Do-It-Yourself (DIY). DIY practices are disseminated through social media has been inspiring and influencing consumers, so they have had to seek awareness, recycle, as well as producing their own food. Social media has been instrumental in increasing the number of social networks based on the hobbies of gardening, and increase the interest of others in the food policies.

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Food education as food literacy: privatized and gendered food knowledge in contemporary Japan

Cited by 93 publications

References 23 publications

Making Visible the People Who Feed Us: Educating for Critical Food Literacy Through Multicultural Texts

Making Visible the People Who Feed Us: Educating for Critical Food Literacy Through Multicultural Texts

Gendered Representations in Hawai‘i's Anti-Gmo Activism

Memproduksi Pangan Melalui Do It Yourself: Peluang bagi Sosiologi Pangan dan Sosiologi Pendidikan

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