De aquí y de allá: Changing Perceptions of Literacy through Food Pedagogy, Asset-Based Narratives, and Hybrid Spaces

Lucía Durá, Consuelo Salas, William Medina-Jerez, Virginia Hill

Abstract


In this article we describe La Escuelita Afterschool Program, an interdisciplinary, inter-institutional, after-school literacy partnership on the U.S.-Mexico border. The Escuelita Program used food pedagogy to tap into funds of knowledge, bridging home and school literacies. In doing so, the program challenged deficit thinking and enhanced K-6 students’ curiosity and engagement around traditional subjects: science, math, reading, and writing. Through a process of experimental curriculum design and a variety of qualitative data collection methods, we discuss how food pedagogy can help to change deficit-based narratives and how it helps expand the scope of literacy acquisition.


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