Seeing benevolently: Representational politics and digital race formation on ethnic food tour webpages

Postfeminist Stylistics, Work Femininities and Coaching: a Multimodal Study of a Website

“…While many websites offer coaching for men and women, only a few focus specifically on providing coaching for women. My criteria for selecting the Chivers website as my case study for analysis in this article were in line with other single-case-study analyses (Holman, 2011;Flowers and Swan (2016)) in that it was visually striking and hence conducive to a visual analysis, and exemplified a number of themes in the academic literature. The site clearly targeted women and represented itself as feminist.…”

Clearing Up the Table: Food Pedagogies and Environmental Education — Contributions, Challenges and Future Agendas

“…Farnell's article reminds us of the importance of interrogating popular culture in education and, in particular, the effects of public, cultural and everyday pedagogies in relation to food and sustainability. In food studies, there is a subfield of research on the proliferation of food media, especially on television programs about food and celebrity chefs (Hollows, 2003; Lewis, 2011; Pike & Leahy, 2012; Rousseau, 2012), food writing and particular cookbooks (Mennell, 1997; Gallegos, 2005), films such as Food Inc ., Julie and Julia , and Chocolat (Lindenfeld, 2010), and blogs and websites (Adami, 2014; Flowers & Swan, 2015d). But very little of this has examined their pedagogical effects.…”

“…The most noticeable omissions across the papers were of race, class and gender, the articles by Ritchie and Stovall, Baker-Sperry and Dallinger notwithstanding. We mention earlier that race and racialisation are under-researched and under-theorised in food studies (Flowers & Swan, 2012a, 2012b, 2015d; Freedman, 2011; Guthman 2008a, 2008b; Pandoongpatt, 2011; Slocum, 2011; Williams-Forson, 2006; Williams-Forson & Walker, 2013). As Freedman (2011) notes, the quotidian question ‘What should we have for dinner?’ is not such a simple, innocent question, because gender, race and class are made and consumed through the production and consumption of everyday meals.…”

“…While these provide innovative data, there are still questions about the status of the data and forms of analysis undertaken. For example, we might think more explicitly about theories of multimodal representational processes, meaning-making potential and audience reception (Flowers & Swan, 2011, 2015d). Thus, in cultural studies there are complex debates about how meaning is made and negotiated, indicating that people do not simply uncritically slurp up so-called ideological messages.…”

“…In her work on dance and disability, Hickey-Moody (2013) emphasises the significance of affect — vibrations, sensations, rhythms and sounds — in cultural pedagogies. In our work we examine visuality in food tourism websites and food activist films, and bodily and emotional ‘materials’, and stress the role of cognition — the unconscious, habits, imagination, fantasies, desires and dreams (Flowers & Swan, 2015b, 2015d). Noble and colleagues insist that it is through close-up, concrete qualitative study that we can identify how people ‘acquire’ knowledge, and skills and the cultural resources needed to participate in social and cultural practices such as gardening and localism.…”