Towards an Indigenist, Gaian pedagogy of food: Deimperializing foodScapes in the classroom

Rhea, Zane Ma

doi:10.1080/00958964.2017.1417220

Cited by 18 publications

(9 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Le Grange (2007) and Kayira (2015) suggest the worldview of Ubuntu/uMunthu as a platform to challenge the dominant truths espoused by Western thought. Ma Rhea (2015Rhea ( , 2018 posits that to break the stranglehold of colonial legacy and mindset in the current, dominant model of education system (in this case in Australia) requires both potentially valuable inter-cultural "crossings" between Indigenous and non-indigenous approaches to education and a paradigmatic and systems approach to change toward an Indigenist, rights-based perspective. Taking an Indigenist perspective means a commitment to a pro-Indigenous worldview and a questioning of the colonial mindset.…”

Section: The Current Status Of Post- Anti-and Decolonial Approaches mentioning

confidence: 99%

“…Taking an Indigenist perspective means a commitment to a pro-Indigenous worldview and a questioning of the colonial mindset. Such a perspective implies leadership and management in education (and in the national curriculum) that directly recognize and support Indigenous rights, lifeways and perspectives without implying that the supporter is Indigenous (Ma Rhea, 2018). Like Mignolo, Ma Rhea (2015) makes an argument for disruptions or shifts in sensemaking created through coloniality of knowledge.…”

Section: The Current Status Of Post- Anti-and Decolonial Approaches mentioning

confidence: 99%

See 1 more Smart Citation

Delinking global issues in northern Europe classrooms

Sund

Pashby

2020

The Journal of Environmental Education

View full text Add to dashboard Cite

This article builds from scholarship in Environmental Education Research (EER) and Critical Global Citizenship Education calling for more explicit attention to how teaching global issues is embedded in the colonial matrix of power. We also consider the extent to which recent calls in EER for explicit attention to coloniality connect to discussions about posthuman thinking through a shared critical reading of modernity. We argue that ethical approaches to global issues, and pedagogical processes and practices that would contribute to them, are possible only if we recognize the relations of power that have shaped history and engage with critical modes of inquiry. Furthermore, we argue for the need to engage deeply with and confront historical patterns in concrete pedagogical practices in order to interrupt our own epistemic, political, ethical, and strategic place and categories. Finally, we will draw upon an example from our classroom-based research to consider how our findings relate to what is being called for in the critical scholarship of praxis, as informed by empirical studies. Decoloniality as praxis Our collaborative work takes up a common critique across Environmental Education Research (EER) and critical work in Global Citizenship Education (GCE) regarding reproductions of colonial systems of power. While there is substantive scholarship and theoretical work in this area (

show abstract

Section: The Current Status Of Post- Anti-and Decolonial Approaches mentioning

confidence: 99%

Section: The Current Status Of Post- Anti-and Decolonial Approaches mentioning

confidence: 99%

Delinking global issues in northern Europe classrooms

Sund

Pashby

2020

The Journal of Environmental Education

View full text Add to dashboard Cite

show abstract

“…Burdick (2014) applies a “soul food lens” to disrupt racial politics of the mainstream (White) food movement in the USA, while Sumner (2015) operationalizes “critical food pedagogies” to inspire action beyond the classroom. In Australian context, Ma Rhea (2018) theorizes an indigenist, Gaian food pedagogy to deimperialize and decolonize education on local eating. Abarca (2015) discusses the use of “subaltern” food narratives to grapple with and “make concrete” critical social theory in the classroom.…”

Section: Race Food and Bodiesmentioning

confidence: 99%

“It tastes like heaven”: Critical and embodied food pedagogy with Black youth in the Anthropocene

Jones

2018

Policy Futures in Education

View full text Add to dashboard Cite

Young people who navigate intersecting racial, ethnic, economic, and/or geographic oppressions are often the objects of food pedagogy. Citing childhood obesity and anthropogenic environmental change, food pedagogies in the United States especially target Black/African-American youth, among other youth of color. Meanwhile, teaching and learning about food is on the rise in myriad settings, often in ways that reproduce binaries between “healthy” and “unhealthy” and “good” and “bad” foods. Grounded in hegemonic nutrition and bolstered by healthism, predominant food pedagogies perpetuate racialized assumptions about food and health. In the context of the Anthropocene as discourse and epoch, food pedagogy is likely to intensify, while climate change holds concerning implications for Black Americans. Critical and embodied approaches to food pedagogy are necessary, I argue, to address power relations and to cultivate community-led resilience. Building on Black geographies, critical food studies, and food pedagogies, I explore the possibilities of a critical and embodied pedagogy with Black American youth. I reflect on a “Favorite Meals” workshop carried out as part of an urban farm youth program in Austin, Texas, USA. Both the practice of the workshop and youth responses counter food binaries while highlighting pleasure, play, and knowledge—all of which remain underconsidered in food-related studies and pedagogy with young people. Given concerns about childhood obesity and the global scope of the Anthropocene, this article is relevant to food pedagogy with historically marginalized youth across national contexts.

show abstract

“…In 2018, The Journal of Environmental Education published a special issue dedicated to Ecopedagogy as/in “scapes”: This issue highlighted empirical research conducted by seven authors with a focus on scapes , what they define as an “ontologically oriented ‘first’ manner to the ‘natural’ and Nature as a primordial sourcing of beings and things, their ecologies and scales, the Scapes and their scopings ‘affording’ the epistemologies of ecopedagogy aim to provide another point of departure from ‘civilized,’ enculturated, domesticated, schooled/disciplined pedagogies” (p. 78). Topics included deimperializing foodScapes (Ma Rhea, 2018) and a feminist posthumanist ecopedagogy in/for/with animalScapes (Lloro-Bidart, 2018). While the issue represented a global perspective and included one study conducted in the United States, much of the focus was on high-level theoretical shifts rather than specific practices undertaken in ordinary, everyday contexts like secondary schools.…”

Section: Literature Reviewmentioning

confidence: 99%

Implementing Ecopedagogy as an Experiential Approach to Decolonizing Science Education

Zocher

Hougham

2020

Journal of Experiential Education

View full text Add to dashboard Cite

Background: The field of environmental education (EE) aims to produce an environmentally literate citizenry that is not only aware of environmental problems but is motivated to work toward their solution. However, much of the U.S. EE curricular focus has been on understanding the biophysical environment with rural populations, with little discussion about the environmental problems created by the dominant Western cultural norms. Purpose: Freire’s ecopedagogical framework provides a framework for this discourse, yet there are few studies exploring how to put the theory to action. Experiential education’s principles of practice provide a platform to help environmental educators make this shift. Methodology: This mixed-methods participatory action research study includes observations, 71 document reviews, 29 interviews, and 15 surveys. Findings: This study presents two unique curricular interventions that aim to disrupt cultural patterns of environmental oppression through the use of ecopedagogy. Implications: This work expands on conclusions drawn in research by Smith and Segbers which recommended both transcultural pedagogy and a willingness to move beyond traditional models of curricula. Specifically, White environmental educators and researchers must rise to the challenge of adopting and innovating ecopedagogies that empower youth to explore solutions in their communities.

show abstract

Towards an Indigenist, Gaian pedagogy of food: Deimperializing foodScapes in the classroom

Cited by 18 publications

References 19 publications

Delinking global issues in northern Europe classrooms

Delinking global issues in northern Europe classrooms

“It tastes like heaven”: Critical and embodied food pedagogy with Black youth in the Anthropocene

Implementing Ecopedagogy as an Experiential Approach to Decolonizing Science Education

Contact Info

Product

Resources

About