Eighth International Conference on Food Studies

Abstract

As postsecondary Community Health and Nutrition Education programs continue to expand in the United States, instruction that focuses on cultural awareness across the curriculum remains, for the most part, a surface-level endeavor that “promotes diversity” through multicultural culinary exploration and case study; at worst, it is overlooked altogether. Assumptions and biases directed toward marginalized groups may be reinforced as hierarchical models of knowledge creation and circulation are recognized as standard practice. This interactive paper presentation demonstrates participatory frameworks and techniques (e.g., Photovoice, small-group discussion, digital storytelling) to critically examine what Hassel (2012) addresses as “the Eurocentric cultural grounding of nutritional sciences and nutrition education” formally taught in colleges and universities. With its roots deeply planted in womanist theory and embodied research, this pedagogical approach has strong implications for the development and promotion of culturally-responsive curricula and field experiences.