This volume explores concepts and theories of food literacy to understand the interdisciplinary paradigms, perspectives, and emerging discourses in and beyond formal educational contexts in the Global South, specifically South Asia. In doing so, this volume provides a comprehensive overview of existing literature on food literacy and the methodologies utilized to study the same across the Global North and South. Furthermore, this volume reports the findings of a primary research study conducted in the domain of curriculum analysis across school education boards of six South Asian countries, including Bangladesh, Bhutan, India, Nepal, and Sri Lanka. It also documents the teaching-learning experiences and perceptions of various stakeholders from select schools and regions in India. Besides highlighting the dynamic, contextual, and place-based nature of food literacies, the volume questions the autonomous nature of literacy studies, thereby promoting a less deterministic and more sustainable, inclusive, and discursive paradigm of food literacy/literacies.
Chapter1.-Food Literacy.-Paradigms and Perspectives.-Chapter 2.-Food
Literacy and The Global South.-Chapter 3.-Research Methods in Engaging with
Food Literacy.-Chapter 4.- Food Literacy and Formal Education.- Practices in
Curriculum and Pedagogy.-Chapter 5.-Food Literacy and Formal
Education.-Experiences of Teaching and Learning.-Chapter 6.-Food Literacy
Beyond Formal Education.-Indigenous Practices and Public Pedagogies.-Chapter
7.- Food Literacy Futures in The Global South.
Dishari Chattaraj is Assistant Professor at the Indian Institute of Technology Indore, India, where she leads the Education and Critical Food Studies lab. She completed her PhD from Jawaharlal Nehru University, India, and has been hosted as a Fulbright Fellow at Indiana University Bloomington, USA.
