Pedagogy lost? Possibilities for adult learning and solidarity in food activism

Abstract

In this paper, I examine the potential for solidarity between indigenous and non-indigenous peoples within food movements working in the context of a settler colony such as Canada. I argue that it is necessary to engage with narratives provided by indigenous food activists and indigenous studies scholars and that learning from these narratives requires connecting food with land, sovereignty, and self-determination. In order to learn about these connections, I suggest that food activists and academics may need to engage in a ‘pedagogy of discomfort’ and that doing so requires recognising complicity, rethinking relationships, and building solidarity.

Keywords:

• settler colonialism
• indigenous food sovereignty
• alternative food movements
• pedagogy of discomfort
• Canada