Lawson Welsh, Sarah ORCID: https://orcid.org/0000-0003-2270-057X (2022) ‘Culinary Cultures’: Theorising Postcolonial Food Cultures'. In: Decolonizing the Literature Curriculum. 2022 ed. Teaching the New English Series . Palgrave Macmillan, pp. 133-151

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Abstract

This chapter reflects on the theory and practice of using interdisciplinary
food studies to teach across global spaces on a research-led undergraduate
module, as part of a larger programme of decolonising the curriculum. The
module, ‘Research Now: Culinary Cultures’, introduces students to multiple
theoretical approaches to food narratives and encourages them to make real-life
connections to wider key global concerns such as migration, interculturation,
transnationalism, globalisation and decoloniality. Inspired by Mexican food
studies scholar Meredith E. Abarca’s view that ‘food can function as a medium
of understanding existing theories and creating new ones’ (by providing
more concrete ways to engage with difficult and sometimes abstract ideas)
and animated by her concept of an ‘engaged pedagogy’ based on the ‘critical
analysis of food activities [in] food narratives’, it shows how this can be
undertaken within a Literature Studies context. This chapter suggests some
specific texts, theories and teaching strategies which can be used as part of an
‘engaged pedagogy’ which acts to decolonise the Literature Studies curriculum

Item Type:	Book Section
Status:	Published
DOI:	10.1007/978-3-030-91289-5_8
Subjects:	L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB2300 Higher Education L Education > LB Theory and practice of education > LB2361 Curriculum P Language and Literature > PN Literature (General)
School/Department:	School of Humanities
URI:	https://ray.yorksj.ac.uk/id/eprint/5812

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