Food pedagogy-key elements for urban health and sustainability: A scoping review

Abstract

Food-related issues are on the rise in urban areas around the world. Issues include unhealthy food habits and eating practices, disconnection from food and culture, social isolation and environmental unsustainability. There has been increasing consideration of pedagogical approaches, or food pedagogies, to address these challenges. This paper aims to identify the key elements and influences over food-related activities within food pedagogies that strive to improve urban health and sustainability. A scoping literature review was conducted using five electronic databases. Of the 271 abstracts identified, thirty-five articles met the inclusion criteria. The review identified four key elements: ‘Everyday food experiences’, ‘Social relations’, ‘Culture’, and ‘Sustainable lifestyles’ and two main influences: ‘Professionals involved with food-related activities’ and ‘Spaces of learning/experiencing food-related activities’. The key elements and influences embrace pedagogical and practical attributes of food pedagogies that address the complex food-related issues. However, limited published research examines food pedagogies or attempts to develop an agreed, theoretically informed framework. This review provides understanding of important knowledge and practical implications of food pedagogies for multiple stakeholders involved in food-related activities, useful to the development of food education programs and food policies or initiatives for societal health and sustainability in urban areas.