Colonization by kale: marginalization, sovereignty, and experiential learning in critical food systems education

Abstract

ABSTRACT In increasingly cross-cultural global settings, the performance and promotion of healthy food, “good” food (comida saludable) have become conflated with a narrowing range of iconic vegetable and “superfood” trends that often reflect the health and dietary preferences of an affluent and/or aspirational consumer culture. These colonizing cultivars, and the haute cuisine trends they embody, often displace indigenous food knowledge, techniques, and products already compromised by the penetration of processed foods. Through experiential pedagogical examples from Guatemala and Vermont, this paper explores the ways in which participatory, indigenous food and seed sovereignty curricula can help decolonize these newest kinds of hegemonic impositions and reaffirm traditional food systems.