Nourishing the academic imagination: The use of food in teaching concepts of culture

Long, Lucy M.

doi:10.1080/07409710.2001.9962113

Cited by 14 publications

(8 citation statements)

References 7 publications

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“…Specifically, the meaning these individuals develop and apply to wild greens is an indication of their experiences and perspectives relative to both their Latinx food traditions and the surrounding DFS. This insight is consistent with existing perspectives that argue individual agency is expressed through the construction and maintenance of cultural meaning, traditions, and identities via food consumption (Fischler 1988;Long 2001Long , 2015. Likewise, the self-determination and intentionality of Latinxs living in Tucson to consume the wild greens despite the barriers and limitations posed by the DFS is equally indicative of agency.…”

Section: Human Agencysupporting

confidence: 86%

Wild greens knowledge and consumption: a qualitative exploration of human agency in the Southern Arizona food system

Koker

Mars

Torres

et al. 2018

Food, Culture & Society

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This qualitative, single case study explores the influence of the dominant food system (DFS) on the knowledge and consumption of three wild greens (amaranth, lambquarters, purslane) by 24 Latinxs living in Tucson, Arizona (AZ), USA. The three greens are each considered to be traditional Latinx foods. In addition to the natural occurrence of the wild greens, Tucson was selected as the study site due to its rich and diverse food tradition and deep agricultural history. A pattern of decline in the knowledge and consumption of the wild greens is observed according to three overlapping themes: generational awareness, consumer demand and scarcity, and accessibility. The bureaucratic controls that bring calculability, efficiency, and predictability to the DFS are found to be influential in the decline in wild green knowledge and consumption by the study participants. The downward knowledge and consumption pattern is further considered in the context of participant agency within the DFS. Implications for practice include strategies for more purposefully leveraging community settings and alternative marketplaces to revitalize the knowledge and consumption of wild greens and other traditional foods. Recommendations are also provided for future research on the effects of rationalization within the DFS on human agency and traditional food consumption.

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Section: Human Agencysupporting

confidence: 86%

Wild greens knowledge and consumption: a qualitative exploration of human agency in the Southern Arizona food system

Koker

Mars

Torres

et al. 2018

Food, Culture & Society

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“…For example, whereas whole grain bread is considered a luxury item enjoyed by the middle class now, refined white bread was considered a luxury item consumed exclusively by the upper classes hundreds of years ago. "Foodways" refers to the "extensive network of activities associated with the purchase, preparation, display, performance, preservation, and consumption of food (Long, 2001, p. 240, as cited from Yoder 1972). The intensity of food traditions varies across culture.…”

Section: Food and Culture Theorymentioning

confidence: 99%

Chinese Food Culture in Pakistan: Analysis of Chines Food culture within the Framework of the CPEC Project

Asif

M’Begniga

Hashim

et al. 2023

International Journal of Instructional Technology and Education

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In philosophy, the term "culture" refers to everything that is distinct from nature. Sociology, like ethology, defines culture more simply as "what is shared by a group of persons" and "what unifies them," that is, what is learnt, transferred, created, and generated. Indeed, culture is what distinguishes people from each other and from their origins. It encompasses all facets of human existence and their modes of communication and interaction with each other. Food is a necessary component of people's life, not only a means of subsistence., Additionally, it is a significant component in how we evaluate and distinguish individuals, as well as how their culture is impacted. Different cultures have a wide variety of cuisines and ingredients, which results in a fusion of foods and culture. You are what you eat; it is unimportant how they consume it or prepare it as long as it reflects them and their culture. There is a significant connection between cuisine and culture; this includes their religion and traditions. The increasing number of Chinese individuals going to Pakistan to work on hundreds of CPEC projects and the increasing number of Pakistanis visiting China for different reasons have aided in the growth of Chinese food's appeal in the country. Numerous Pakistani cities, including Islamabad, Karachi, and Lahore, now have restaurants. Additionally, many Pakistani restaurants situated in cities involved in CPEC projects have included popular Chinese foods into their traditional Pakistani menus as a result of the presence of Chinese people in those areas. There is a growing understanding of the importance of food in modern society and culture, and hence a need to investigate it. Food is one of the most fascinating methods to have a better grasp of culture. Comprehension and retention increase when active or experiential learning approaches are applied. This article discusses the link between culture and food and claims, using theories of active or experiential learning, that teaching food as culture may help develop cultural awareness and intelligence. The data for this theoretical research were gathered from primary and secondary sources. The main sources included books, official databases of China and Pakistan, and memorandums of understanding between the two nations, while the secondary sources included research papers, newspapers, journals, and internet databases. .

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“…(Rye, 2006, p. 409). In a similar way, 'foodways' connect people through the consumption of food, which then comes to represent people's shared experiences of cultural identity and history (Long, 2001, Wilson, 2006, Vallianatos & Raine, 2008, Sutton, 2008, Cañás Bottos & Plasil, 2017. Foodways is understood as encompassing 'the extended, dynamic network of activities surrounding the procurement, preservation, preparation, presentation, performance and consumption of food' (Lamalice et al, 2020).…”

Section: Biopedagogies and The Notion Of 'Imagined Foodways'mentioning

confidence: 99%

Imagined foodways and rejected biopedagogies: Rural children's perspectives of rural foodways

2023

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Rural residency is an independent risk factor for being overweight, but little is known about why this is so. The purpose of our study was to gain insight into what Norwegian rural children say about a rural diet in comparison to an urban one. Child‐friendly methods were used. We found a discrepancy between what the children said they eat – traditional, ‘healthy’ foods, and what they ate – largely ultra‐processed foods. We explored this by using the frameworks of imagined foodways and biopedagogies. Their imagined foodways were rooted in notions of ‘traditional food’, connected to surrounding nature and a history of farming and hunting. Urban people were perceived as eating an inferior diet of very unhealthy and ultra‐processed foods of which they do not know the origin of. As a result, the children rejected specific health‐ and nutrition recommendations that were incompatible with their notions of traditional foods, leading to a more calorie dense diet than their urban counterparts. Our research adds to knowledge on what role a rural diet can play on the prevalence of overweight in rural areas, and how biopedagogies can be recontextualized within different cultural fields.

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Nourishing the academic imagination: The use of food in teaching concepts of culture

Cited by 14 publications

References 7 publications

Wild greens knowledge and consumption: a qualitative exploration of human agency in the Southern Arizona food system

Wild greens knowledge and consumption: a qualitative exploration of human agency in the Southern Arizona food system

Chinese Food Culture in Pakistan: Analysis of Chines Food culture within the Framework of the CPEC Project

Imagined foodways and rejected biopedagogies: Rural children's perspectives of rural foodways

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