Introduction: Why food? Why pedagogy? Why adult education

Author/s:   Rick Flowers and Elaine Swan: University of Technology, Sydney

Edition: Volume 52, Number 3, Nov 2012

Summary:   We convened this special issue on Food pedagogies to start to address what we saw as lacunae in both research on adult education and food studies.  Thus, in spite of the expanding body of work on informal learning and pedagogies amongst adult educators, food has been relatively neglected (see Cook 2009; Jubas 2011 and Sumner 2011, for exceptions).  This is somewhat surprising as many good studies academics argue: the growing, buying, preparing, provisioning, cooking, tasting, eating and disposing of food have become the target of intensified pedagogical activity across a range of domains (Kimura 2011; Short 2006; Coveney 2006).  Hence, many different “pedagogues” – policy makers, churches, activists, health educators, schools, tourist agencies, celebrities, chefs – think we don’t know enough about food and what to do with it.

Keywords: food, pedagogy, adult education, adult learning

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This article is part of AJAL, Volume 52_3. The entire volume is available in .pdf for purchase here.

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