Indigenous knowledge of traditional foods and food literacy among youth: Insights from rural Nepal

Gartaula, Hom; Patel, Kirit; Shukla, Shailesh; Devkota, Rachana

doi:10.1016/j.jrurstud.2019.12.001

Cited by 34 publications

(41 citation statements)

References 39 publications

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“…The FNLIT is a relatively new term that reflects the technical, cultural and ethical aspects of the foods beyond just a source of satisfying the caloric requirements [ 4 ]. Studies have revealed that food literacy/nutrition literacy can play a critical role in shaping children’s dietary behaviors [ 5 , 6 ] and enabling them to make healthy food choices that can be sustained later in life [ 7 – 9 ].…”

Section: Introductionmentioning

confidence: 99%

Relationship between household food insecurity and food and nutrition literacy among children of 9–12 years of age: a cross-sectional study in a city of Iran

et al. 2020

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Objective The aim of this study was to assess the relationship between household food insecurity (HFI) with food and nutrition literacy (FNLIT) in a sample of Iranian children. This cross sectional study was performed on 315 children aged 9 to 12 years recruited from the primary schools throughout Mashhad, Iran. The Household Food Insecurity Access Scale (HFIAS) was used to assess the HFI. Also, overall FNLIT score and its sub-categories were evaluated using a validated 40-item questionnaire. Results The prevalence of HFI in the total sample was about 56%. Also, almost 14% of students had a low FNLIT score. Food insecure children had significantly lower levels of FNLT and some subscales including nutrition knowledge, food choice literacy, and food label literacy than the food-secure subjects, moreover, they had a higher likelihood of having low FNLIT score (OR = 2.89, CI 1.03–8.09; p = 0.04). In conclusion, there is a negative association between HFI and FNLIT in children. Further studies to confirm this finding are needed.

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Section: Introductionmentioning

confidence: 99%

Relationship between household food insecurity and food and nutrition literacy among children of 9–12 years of age: a cross-sectional study in a city of Iran

et al. 2020

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“…The custodians are of the view that if indigenous foods are introduced in schools, the student will become more food literate and hence stand a better chance of survival, given recent global climatic changes, droughts and so on. In this regard, Gartaula et al (2020) add that “students have potential to enhance food literacy in the schools, provided the schools create supportive space for experiential learning that weaves community-based Indigenous knowledges of local foods” (p. 77).…”

Section: Discussionmentioning

confidence: 99%

Teachers’ and custodians’ views and dilemmas arising thereof regarding the integration of indigenous knowledge in the primary school

Govender

Mutendera

2020

AlterNative: An International Journal of Indigenous Peoples

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Indigenous Knowledge is largely neglected in the primary school curriculum, yet it espouses the history, art, nature, and traditions of the community from which students come. This study explores the views of six custodians and six teachers on the integration of Indigenous Knowledge in the primary school curriculum in Zimbabwe. Indigenous standpoint theory and participatory research methodology framed the study. Data were generated through focus group discussions with Indigenous Knowledge custodians through individual interviews with teachers. The custodians’ views confirmed that Indigenous Knowledge was significant to their identities, but they were concerned with the loss of their culture due to modernization. Most teachers acknowledged the wisdom of Indigenous Knowledge custodians, welcomed their contributions, but some teachers were sceptical about custodians teaching formally in the classrooms. Several dilemmas arose from the views of participants, which have implication for the integration of Indigenous Knowledge in primary schools.

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“…Food literacy is a central component of what consumers can do with food and fundamentally change their relationship with food in general [22]. To assure food literacy, the type of knowledge shared is not only difficult to control, but also difficult to predict and therefore represents a concern to policymakers as it influences public opinion and policy [23].…”

Section: Food Literacymentioning

confidence: 99%

The Impact of COVID-19 on Canada’s Food Literacy: Results of a Cross-National Survey

Charlebois

Music

Faires

2021

IJERPH

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Several studies of food literacy emphasise the acquisition of critical knowledge over context. This evaluation looks at how COVID-19 impacted food literacy in a country affected by the global pandemic. To our knowledge, there has been no systematic research that would allow a better understanding of the impact of uncertainty or enhanced perceived risks generated by a global crisis on the prevalence of household food literacy. This study looks at food literacy from a perceptive of how an event that has domesticated many of them can alter knowledge and the relationship people have with food. A cross-national survey including 10,004 Canadians was conducted ten months after the start of the pandemic. Results show that Canadians have learned new recipes. Canadians have also taken up gardening and have relied on several sources to gather information. This study provides some evidence that Canadians have become more food literate because of the COVID-19 pandemic, but less significantly than anticipated. Practical and policy implications are presented as well as some future research directions.

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Indigenous knowledge of traditional foods and food literacy among youth: Insights from rural Nepal

Cited by 34 publications

References 39 publications

Relationship between household food insecurity and food and nutrition literacy among children of 9–12 years of age: a cross-sectional study in a city of Iran

Relationship between household food insecurity and food and nutrition literacy among children of 9–12 years of age: a cross-sectional study in a city of Iran

Teachers’ and custodians’ views and dilemmas arising thereof regarding the integration of indigenous knowledge in the primary school

The Impact of COVID-19 on Canada’s Food Literacy: Results of a Cross-National Survey

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