No syllabus, no problem

Abstract

The intimate relation people have with food provides unique opportunities for teaching. In this field report, I will describe and reflect upon the method of student-centred learning I use in a first-year university course entitled Food, Agriculture & Society. The aim of the course is to provide students with a broad understanding of how food and agriculture have shaped society and can contribute to a more sustainable future. Consistent with food pedagogy, a premise of the course design is that the intimate relation students have with the food they eat reflects their personal values and responsibility for their choices. An innovative element of my approach is that I co-create the syllabus. The course starts by writing the word “Food” on the blackboard. I then facilitate a multi-step process with students to co-create the syllabus. For most of the course, students lead the preparation and delivery of lectures on their selected topics. In this report, after describing the course design, I reflect upon my approach in relation to the tenets of food pedagogy, as well as discuss student feedback and my experience of teaching the course.

Keywords

• food pedagogy
• food
• agriculture
• society