Re-Framing the Argument: Critical Service-Learning and Community-Centered Food Literacy

Veronica Leigh House

Abstract


As a WPA and a service-learning director and practitioner, the author suggests connections between food studies, rhetoric and composition studies, and critical service-learning theory that involve mobilizing students to join in or help lead community efforts surrounding the local, organic food movement, food justice, and food literacy.  The study is framed by the questions of how composition instructors can create courses around pressing issues related to the global food crisis to embed students in community-centered food literacy initiatives, and, more generally, how practitioners and WPAs can effectively promote and explain community-engaged pedagogies to skeptical higher-level administrators who question the value of the practice.     

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Publication of the Community Literacy Journal is made possible through the generous support of the English Department and the Writing and Rhetoric Program at Florida International University. The CLJ is a journal of the Conference on Community Writing.