Tag Archives: pedagogy

ASFS Pedagogy Award

In a recent post, we reminded you of deadlines for various awards from the Association for the Study of Food and Society. It looks like we missed one that could be of great interest to SAFN folks who teach: the ASFS Pedagogy Award. Fortunately, the deadline has not yet passed, although it is coming soon: February 15, 2019.

From the web site:

“The ASFS Award for Food Studies Pedagogy is given to the teacher of food studies in any discipline who presents a course that uses innovative and successful pedagogical techniques to reach students. These may include classroom exercises and assignments as well as outside projects, trips, and service activities. The course may be taught at the graduate or undergraduate level, for degree credit. Any ancillary evidence of exemplary teaching methods will also be accepted. A cash stipend of $200 accompanies these awards. Winner(s) are acknowledged at the annual conference and in the journal, Food, Culture & Society. The committee maintains the right to refrain from granting either award if applications do not demonstrate excellence.”

Details on how to apply are here.

Leave a comment

Filed under anthropology, awards, Food Studies

American Food

There is a lot of innovative teaching being done in food studies and we like to feature it here whenever we hear about it. Last year we noted that Emily Contois’ students at Brown had produced an interesting blog about Food and Gender in US Popular Culture. We were interested to see what she might come up with next. This year it is a student blog on the idea of American Food. The project grew out of a class she co-taught with Professor Richard Meckel on “Food in American Society and Culture” at Brown University. The texts range from thoughts on immigrant foods, to the role of convenience foods, American food in cross-cultural context, and much more. Interesting contrasts—between health and indulgence, for instance—are explored. There is a pretty nifty Pinterest board to go with it as well.

Go check it out. And send us your student projects! We would be happy to share them with the world.

Leave a comment

Filed under anthropology, Food Studies, pedagogy

Teaching Food with Photos: High Point Food Anthropology

After a long hiatus, we return with the next installment in our Food Pedagogy Interview Series. We hear from Dr. Chelsea WentworthAssistant Professor of Anthropology at High Point University, who uses photo elicitation projects in the classroom to engage students, to fascinating end.

If you would like to participate, or would like to nominate an excellent instructor for the interview series, please email LaurenRMoore@uky.edu.

Please note: An earlier, unedited version of this interview was published in error. The below interview is the intended version. Apologies to Dr. Wentworth and SAFN readers for the error. -lrm

Lauren Renée Moore: Can you start by telling us a little bit about this course, Anthropology of Food?

Chelsea Wentworth: This is a class I taught both at the University of Pittsburgh and my current institution, High Point University. I’ve taught it both as a semester-long class, and a shorter six-week summer class. At High Point, it will be a semester-long class with a May-mester component, which means that at the end of the semester, students will participate in a three-week study abroad where we’ll continue the themes of the class, but in an international context.


Chelsea Wentworth, Ph.D., MPH High Point University

When I taught it at Pitt, it was an upper-division course, and I had 32 students. Every time it is offered it fills—it’s very popular. The anthropology of food is such an interesting topic now, and students are gravitating towards it. Everybody identifies with food. Everybody has something related to food that’s special, and meaningful, and significant to them. Plus, most of the students who are enrolling in this class love to eat, and they’re interested in talking about how food is personally meaningful. I’ve had a lot of students who were not anthropology majors in this class. I think that the anthropology of food appeals to those students because they need to fulfill the social science requirements for the liberal arts education. Students want a class they think they can apply somehow to their major or career. I try to encourage them to think about the connections between the anthropology of food and their major, and think about designing projects or picking project topics that will help them connect the course material to their career goals. I want my students, in all my classes, to think about what they’re learning here in our class that they can apply beyond the class. How we understand cultural patterns is something that can help us think through our human experiences with others. The material we’re learning isn’t isolated to the class.

LRM: Do you feel like students successfully connect course material to other areas of their lives?

CW: I have some really great projects right now in a medical anthropology class from students who are majoring in psychology. They are doing final projects in which they’re interviewing current graduate students in psychology, as well as professional practicing psychologists about cultural competency training. They’re trying to understand how cultural competency training has changed over time. I have a lot of students who are interested in thinking about how important culture is to our understandings of health, how culture influences health behavior, and then thinking through that in the contexts of their projects and their majors. This easily applies to food studies as many students are interested in food deserts, obesity, urban gardening, food pantries, and food waste.

LRM: How has the Maymester component changed your approach to planning the course?

CW: We are headed to Japan in May 2017! I incorporated more articles that speak to that region of the world because I want the students to be really well prepared to enter that cultural context. I don’t want it to be a glorified tourist trip. So making sure that students understand that specific place is key to helping them prepare and make the most of their experience abroad. I also have a photo-elicitation project. In the regular course that’s their final project, but the Maymester students will continue it during their study abroad. Students will choose a project topic that they will continue while we’re in Japan. They will not only expand their photographic data, but also compare and contrast the experience they have abroad with the experience they had with this project in the United States.

LRM: I’d like to hear a little bit about your work and your background as an anthropologist. 

CW: I am a medical anthropologist, with a PhD from the University of Pittsburgh. I also have a Master’s in Public Health in Behavioral and Community Health Sciences. My interest in public health was to learn to speak the language of public health, because as medical anthropologists we are regularly interacting with people who are trained in public health or health-related fields. That training comes from a different perspective than our anthropological training. I believe learning the background and the perspective of public health practitioners makes me a better medical anthropologist.  I work very regularly with public health practitioners—both in my research in Vanuatu where I work with the Ministry of Health, and in my Pittsburgh-based research, with Family Support Centers. In Allegheny County I research how families access maternal and child healthcare services through their use of Family Support Centers.

In Vanuatu, there is a really significant problem with childhood malnutrition. About 30 percent of the kids in urban areas are stunted. Despite a number of public health interventions, there hasn’t really been a change in that number since the 1990s. My research examines the social and cultural factors are that contribute to chronic childhood malnutrition. I have a very broad research question which I have explored in a number of different ways—my dissertation was about how children in urban and peri-urban areas are using community feasts as a coping mechanism for food insecurity. They attend traditional customary feasts that tend to be quite large and last about a week in length, they attend those feasts to help them maintain food security.

Traditionally, families will bring a gift to the hosting family, and often times that includes food. And all of that food then kind of gets accumulated, and is used to produce large meals. It’s helpful in ensuring that the host family can feed everybody who comes. But with the influx of people moving from outer islands to the city, there’s a lot more people who live in close proximity to each other and so those networks of kin and close friends are really widened, with all these additional people who are living in the area, and people in urban areas don’t have the same access to garden lands that they did in their islands or in other parts of the country. So they have less food to contribute to something like a wedding or a funeral feast. There’s kind of a double problem with kids who come, without their families contributing anything—that’s a lot of mouths to feed.


LRM: This is a pretty writing-intensive course, with 30 to 40 students. How do you manage the kinds of projects and assignments that students are doing, in terms of grading?

CW: There are a couple of parts to this. Students turn in reading responses throughout the semester. Those are only one page. Typically, what I find is that I have to provide quite a bit of feedback for the first couple. Once they get the feel for how to effectively write this assignment, the later reading responses are much easier to grade.

I manage the grading for longer assignments by giving them milestones. They have to turn in a one page topic and cover sheet first, where they explain the topic and the question they want to answer, and they have to list some course readings that they plan on referencing in their paper and write a sentence or two about why that particular course reading will be helpful to them. I can make sure early on in the semester that they have a good project with a good question and they’re on the right track. When they get further into the project, their overall work is significantly better and easier to grade. I also require students to do either a peer review or a writing self-reflection with their draft, so they have to turn in a full draft in advance of the final paper. When they do peer review, I hand out ten questions that the reviewer has to answer. Those questions ask them to do things like: highlight the areas where the analysis is the strongest and write why. Highlight the areas of the paper in another color where the analysis is the weakest and explain why. Find the thesis statement and rephrase it in your own words. And then the students have some really tangible ideas to think, ‘Okay this is what I need to do to revise,’ or, ‘This is what I thought my thesis statement was and my partner wrote something totally different, so clearly I need to do some work on that.’ They get very good feedback from each other, and then they turn in higher quality papers at the end. That helps me with the grading.

LRM: Tell me a little bit about the food and nutrition activity. What is that?

CW: I give them some choices about themes from class they could look at more closely. For example, for one activity they participate in and write about a celebratory meal or feast. They attend an event and then answer specific questions about what role food played in the larger celebration. In the Fall semester it’s great because the students all pick Thanksgiving. It gets them to think about something familiar in a much more analytical way than they’ve ever thought about it before. I also gave them an opportunity to think about food and gender. I have students visit restaurants and make observations about the gender dynamics in the restaurant. so, who’s eating what, who’s ordering what, who tends to be the servers, and who tends to be the host and hostess, and did you see the manager, and are there gender roles being enacted here? Another option was to keep a food diary for themselves. They had to keep a log of the food they ate, and then they had to go through and analyze it. There are questions at the beginning—for example, generally how healthy do you think your food is, or how would you describe your eating habits overall? And then they have to write it down for a week and then go back and look at it. The point of that activity is to look at everyday experiences with food, and to think about them and analyze them through the lens of the topics that we’ve been learning about in class.

LRM: Tell me about your photo elicitation work, and how you use it in your course.

CW: I use visual methods in my own research, and I have done a lot of work with participatory visual research in a process that I call visual-narrative elicitation. This has participants thinking about and taking pictures, and also there are components where they have to caption the photograph, write the significance of the image, participate in a discussion group about the process of taking the pictures and learning from each other—looking in a small group at the other photographs that people have made, and then participating in some pile sorting activities with the photographs. In my research, it’s a much longer process that helps gather data that I can’t access using any other method. I wanted to give students an opportunity to get a taste of working with photographs as a type of data and method. Since they pretty much all have cellphones with cameras, it doesn’t really take any extra equipment. In this project they’re taking the pictures rather than finding participants to take the pictures for them. I give them some ideas about possible topics, but they can pick anything that they want.

This is a project that I have also done in my Introduction to Gender, Sexuality, and Women’s Studies class. The concept of the project can be applied to any class, you just need to direct the students toward a research question to drive the process of collecting photographs. I also help students make the connection between course content and the process of making the images. For example, I had a student who was really interested in gender and food. She did this fascinating project where she went to different, high-traffic areas of campus with a pizza that she had purchased.  As people walked by, she told them that they could have a piece of pizza for free if they were willing to let her photograph them with the piece of pizza. What she found was that none of the male students turned down the pizza once they found out they had to have their picture taken. When they realized that the catch was you have to let me take your picture, none of the male students said “Oh, never mind, I don’t want this pizza.” But she had a number of female students who said, “Well I’m gonna turn down the pizza if I have to be photographed with it, I don’t want it anymore.”

LRM: Fascinating!

CW: She didn’t give them any direction, she just said, “I’m going to take your picture.” Most of the male students just started eating the pizza and then she took their picture, or they posed with the pizza in a way that showed them eating it—so they’ve got it in their mouth, or they’re turned to the side, or taking a really big bite, something like that. None of the female students wanted their picture taken while they were actually eating. Most of the time, they held up the piece of pizza off to the side in a way, with their body language, that showed they were trying to divert the attention towards the pizza—the pizza should be the focus of the image, not themselves. I call it the Vanna White method. They’re holding it up on display to really put the attention on the pizza, and focus on the pizza, instead of on themselves. Then she wrote this analysis about how she would never have learned that there’s this really gendered pattern of behavior with food had she not done the photographic part of the project. Because when you just offer people the piece of pizza, without the photo component, you don’t see them shifting their behavior in the context of kind of creating an image, or mediating their image or how they will be viewed or received. That’s an example of a really great project where students are rethinking gender roles in the context of food, and what that can tell us about eating behaviors and gender roles in society.

LRM: That’s a fantastic project and an interesting finding. What do other projects look like on the other end of the scale—perhaps where students are less successful, or more rote? 

CW: That would look like a less creative project. Sometimes students just look at dorm rooms, or something like that. So they just take pictures of kids eating in their dorms— the question that they started was less critical, so their answer is less compelling. What I will say about this project is that on the whole, it’s much more successful than any other type of project that I’ve assigned to my students. I think its because it’s so different from anything else that they’ve done, and they really like taking pictures. So they have more fun with it, and because they can pick the topic—they just have to gather data with photographs—they tend to pick something that they care about. The projects as a whole tend to be of a much better quality when they choose the topic.

LRM: Is this something that you would do in a 101 level class, or do you reserve this for your upper-level classes?

CW: I’ve done this in Introduction to Gender, Sexuality, and Women’s Studies, which is an intro-level class that has a bunch of first year students.

I really think the difference is the quality of the research question they ask, and then how critically they’re able to look at their data. But first year students are just as capable of doing the project as fourth year students have been. I really structure all of my major projects in all of my classes with milestones—so I scaffold projects in my classes pretty heavily. This is not a project that you can do at the last minute the night before. By requiring students to turn components of the assignment in at several points throughout the semester, the work is more thorough.

LRM: Do you have any particular readings that have been really successful?

CW: I teach Mary Weismantel’s ‘The Children Cry for Bread,’ and the students really like that because it’s very clearly written and she lays the entire process of how food patterns have changed. I also teach Janet Poppendieck’s ‘Want Amid Plenty: From Hunger to Inequality,’ and Robert Albritton’s ‘Between Obesity and Hunger: The Capitalist Food Industry.” Those are both really good overview articles of the concept of food systems, and social class, and hierarchy, and access to food and how those are intertwined with larger political and economic systems. In terms of the photo project, I try to teach a couple of articles where people use photographs as research data, so that they can read an example. Carol Counihan has written some pieces where she uses photographs in her writing, so I teach that.

In terms of something that’s been really successful that maybe isn’t as widely known—I teach a number of articles from this book called ‘Consuming the Inedible: Neglected Dimensions of Food Choice,‘ which is an edited volume. I do a class in the middle of the semester that’s devoted to the concept of food and non-food. And that’s something that they haven’t really thought about a whole lot, so we talk about people eating insects, or people eating dirt, and why that might be—why might people do something like that. But then we also transition that into: what types of food do we eat that we might not consider food?  I do an activity in the classroom where I bring in a bunch of things that we would all say are food when we look at them as a whole, but then I ask them to read the ingredients and think about the individual ingredients, and are those things food? I let them eat all the food too—so, I bring in things like candy, that’s full of ingredients that no one can pronounce, or things like Lunchables, which are also full of ingredients that no one can pronounce, but we can see that are meat, and cheese, and crackers in there. So as a whole, we recognize the piece of meat as food, and we think that its edible—but when you read the ingredients list, individually none of those things are considered food. Or, many people would say ‘I don’t really think that’s food, I don’t even know what that is.’ I ask them to think about: is a food item more than the sum of its parts? Or is it different than the sum of its parts? What makes something food, or not? They really enjoy thinking through that, because its a question they haven’t been posed before.

LRM: Those are a ton of great resources. You’re doing so many innovative things with your classes—thank you for taking the time to share them with us.

Leave a comment

Filed under anthropology, anthropology of food, food education, pedagogy

Review: Teaching Food and Culture

Teaching Food and Culture. Edited by Candice Lowe Swift and Richard Wilk. Walnut Creek, California: Left Coast Press, Inc., 2015. 209 pp. US$39.95, paper. ISBN 978-1-62958-127-9.

Review by Chelsea Wentworth, PhD, MPH
Assistant Professor of Anthropology, High Point University

In Teaching Food and Culture Swift and Wilk present a compilation of papers that use food “to transform research into pedagogy,” arguing that food is a productive medium to Teaching Food Big Coverengage students in the core themes and topics of anthropology. One of the strengths of this volume is the editors’ commitment to all four subfields of the discipline; however, every author demonstrates a commitment to a holistic approach to teaching and research that is reflective of the trans-disciplinary nature of the study of food. Several authors specifically mention that assignments can be adapted to courses in a range of disciplines including gender studies, communications, public health, religion, economics, and history, giving the volume a broad readership. After presenting an overview of the chapters and the goals of the book in Chapter 1, Chapter 2 is an interview with the late and notable food scholar Sydney Mintz. The interview took place via email correspondence and is Mintz’ thorough responses to three questions posed by the editors of the volume.

Section II of the book, Nutrition and Health, begins with a chapter on “Teaching Obesity: Stigma, Structure, and Self.” The authors of Chapter 3 describe the ways they use the topic of obesity to address key concepts in their upper and lower division undergraduate courses on anthropology and global health including poverty, discrimination, and responsibility. While they describe the sensitive nature of teaching obesity and problems that can arise in having students research and debate this topic, more concrete examples of how to avert these problems in the classroom would be beneficial. In Chapter 4, Sept describes how she structures her upper division archaeology course, Prehistoric Diet and Nutrition. Blending biological anthropology and archaeology she links studies of genetic change and the development of taste, with popular culture trends in food such as the paleo-diet. She details a related in-class scenario-building exercise that prepares students for debates on hunting and scavenging. After providing a brief history of the development of nutritional anthropology and the biocultural approach to food in Chapter 5, Wiley outlines the history and social life of milk. A detailed semester-long assignment presented in the appendix guides students through their own single-food project, yet the body of the chapter itself could be strengthened by more classroom examples.

The three chapters of Section III: Food Ethics and the Public offer the most pedagogical insight with discussion of activities and student’s responses to these approaches. First Benson (Chapter 6) describes three different assignments he has used to emphasize the role of food in the study of consumption, explaining how they “…[have] students look inside themselves at their own issues of dependency and habituation as well as upward at the powerful institutions that make the myths and realties of consumption” (111). This balance is carefully analyzed in several other chapters including Chapters 7, 8, and 12 where the notion of linking research and praxis, and demonstrating how the personal is political are emphasized. In Chapter 7 Counihan describes her research and teaching that encourages her students to reexamine the places where food is produced, purchased, and consumed. Using Lancaster’s historic farmers market, she provides students with a central research question, “Does Central Market promote a just and community-building system of food production and consumption?” This guides students through ethnographic research on the intersections of food, gender, class, race, power, economics, and politics. Service learning courses that address these same themes are the focus of Chrzan in Chapter 8. By offering readers a history of her service learning courses, she describes her successes and failures, allowing readers to avoid these pitfalls in their own courses. The active ethnographic requirements of the assignments in these chapters illustrate how students learn to apply anthropology beyond academe in ways that also promotes food justice and democracy.

Finally, the chapters in Section IV: Food, Identity, and Consumer Society discuss identity creation and how food and eating can illustrate “otherness”. Sutton and Beriss (Chapter 9) explain how place, identity, and community can be analyzed through an exploration of restaurants. However it seems that Chapter 9 would be better suited to the third section of the volume. Chapters 10 and 11 accentuate the role of language in the study of food. Stross (Chapter 10) presents a narrative of his syllabus, and highlights several innovative in-class activities. In Chapter 11, O’Connor explains how she uses food to teach semiotics with an emphasis on helping students understand the relationship between theory and method.  In the final chapter, Van Esterick reviews her decades of research and teaching on food, discussing how her research informed her teaching, which in turn informed new research. She writes poignantly about the emotional reactions experienced by both scholars and students through discourse on family, hunger, health, and disordered eating.

Several authors reflect that their courses on food attract a diversity of students making teaching both challenging and enjoyable as they learn from their experiences. As students grapple with how to analyze personal experience in an academic context, food becomes a tangible and emotionally charged vehicle for applying anthropological theory. In teaching anthropology courses, this is not an uncommon problem. However, this volume could benefit from deeper discussion of how to handle pedagogical challenges in the classroom. While ethical dilemmas such as students who struggle personally with issues such as food security and eating disorders are regularly mentioned, precisely how these problems are resolved in the classroom is largely absent (with Chrzan’s chapter a notable exception).

This volume will be of most use to graduate students and professors who are preparing to teach new courses, or wish to infuse their existing courses with new assignments, activities, and articles. Nearly every chapter includes expansive reference lists for readings and films, and many authors list website URLs for resources and classroom activities. A major strength of the volume is that most authors describe a specific assignment used in their course that is subsequently listed in the appendix. These assignments are excellent additions to the volume, providing easily adaptable teaching examples for readers.

1 Comment

Filed under anthropology, anthropology of food, methods, teaching

Integrating Natural Sciences, Social Sciences, and Humanities in the Food Systems Program at the University of Vermont

Today, we will hear from Dr. Amy Trubek, Associate Professor of Nutrition & Food Science in the College of Agriculture and Life Sciences discussing University of Vermont’s Food Systems program. This post is part of SAFN’s Food Anthropology Program series, which features an undergraduate or graduate food anthropology program in each post. If you would like to participate, or would like to nominate a food anthropology program for the series, please email the series coordinator, M. Ruth Dike.

Ruth Dike: When/how did the Food Systems program at the University of Vermont (UVM) begin?

Amy Trubek: The impetus for developing food systems programs came from the College of Agriculture and Life Sciences (CALS). We started with an undergraduate minor in 2008 which is now established with an average of 50-65 minors every year.  We wanted to create a graduate program that looked at the intersection of natural sciences, social sciences, and humanities and extend the way that we understand food and agriculture from a systems point of view. So we wrote a proposal for a food systems graduate program. The program enrolled its first students in 2012 and we have had three years of an MS program and next year will be the first official year where we enroll both MS and PhD students.. We currently have enrolled 17 Master’s students and we have 9 that have completed the MS degree.

During this period, a group of new faculty were hired in the College of Agriculture and Life Sciences who had background in looking at food and agriculture from a variety of different disciplinary perspectives, but especially new faculty with a social science background. Eventually the interest in food systems extended beyond CALS and became part of a university-wide initiative to promote transdisciplinary research.Vermont flowers

MRD: What is the focus of your program and its strengths?

AT: The focus of our program lies in asking students to think about the interdependency and the complexity of the contemporary food system.  Also, we say that in order to really fully be able to analytically capture what happens in a food system, you have to use a transdisciplinary approach in terms of your conceptual framework and research questions and then use mixed methods in  terms of the form, or the ways in which you do research. So, we’re very interested in imagining research in relation to food systems related problems and creating an engaged learning experience. We don’t tend to have students doing purely theoretically driven theses. We have students do work with philosophers, anthropologists, agro-ecologists and others and they might be doing a mix of theoretical analysis and empirical research. The underlying consistency is that we always want the research frame to be posing a question about what is happening in the food system and what might be able to make it a different food system in the future.

MRD: Great. I noticed you use transdisciplinary- is that different from interdisciplinary?

AT: So transdisciplinary research can be defined as when people work together and to come up with a sort of set of problems and research questions within those problems and in that process you’re not holding onto your disciplinary frame- you’re actually moving beyond discipline to work through an engaged process of inquiry. The inquiry is driven by the problem, rather than the disciplinary frame. There’s a theory that if you have an interdisciplinary research team, the anthropologist says, “Well I’m the anthropologist on the team and this is what I do.” Whereas if it’s a transdisciplinary research team, everyone is in the entire process together.

MRD: What roles does anthropology play in your program?

AT: We are actually sort of unusual here at the university having two anthropologists who focus on food, so there are two of us actively mentoring students.  I also teach one of the required seminars for the Master’s and PhD students and we’ve also required a qualitative methods course. Also, I would say that in our graduate seminars we rely on an emergent open-ended research inquiry approach very similar to the discipline of anthropology. We want to think about understanding food and agriculture not solely from an individualistic frame or a market commodity frame.

MRD:  Would you like to talk about why you decided to do both an undergraduate and graduate degree program?

AT: I think there’s a real consensus here at the University of Vermont that food systems is a very important framework for learning and doing for the future. There’s a commitment to do that idea of addressing the complexity by using systems thinking, of moving outside the box and arguing that it would help both the academy and people on the ground if we could become more sophisticated and complex thinkers around food from a systems point of view.vermont flower

MRD: Could you talk a little bit more about what the systems point of view is?

AT: Well, you don’t want to bracket your thinking, or as is often said “stay in your silo.”  So you don’t say, “I’m interested in consumption, and I’m just going to look at consumption and the meaning of rituals and food, from the point of view of what happens- consumption of food in a ritual. But instead, with systems think you are encouraged to say, “Wait a second, how does that food in that ritual somehow work in relation to other issues in the system such as the way that food is produced or the way that food is transformed?” “How might meaning be produced through the entire system?”  So it’s pushing students and faculty to say, “Wait, am I being too simplistic, do I need to understand and incorporate other elements of the system if I’m going to try to make sense of the structure and meaning of this ritual.”

What I see in my own research collaborations is that systems thinking moves me beyond the way that I was trained in anthropology to become a broader and more flexible thinker. It’s been an interesting process for me to increasingly work on mixed methods projects and to really see the benefit of understanding what a larger scale quantitatively-based study might do for capturing some elements of the problem that I’m trying to look at. I’m doing a transdisciplinary project with a number of people from food science and nutrition and anthropology. We’re looking at a concept of food agency where we’re trying to capture how people become empowered to act in relation to meal preparation. I really see the benefits of embarking on both a fine-grained qualitative interview and observation approach but also working on developing a scale of food agency. I think there are things that we can do with the large scale that will both elaborate upon and extend anything that I could do if I just did it as a qualitative project. I think that’s the type of thing that really happens when you take a systems approach.vermont students

MRD: It’s more holistic- you get a broader point of view. Do most students attend the program full time or part time?

AT: For the Master’s program you can choose and we have about 20% part-time students but the PhD will be a full-time program. But we’re definitely moving the design of the program such that you could do it part time and where you wouldn’t always have to be resident here, sort of a hybrid. But it’s going to take a while to move it in that direction. That’ll probably happen over the next 5 years.

MRD: Are any courses being offered online right now?

AT: Yes, Food Systems & Public Health is offered online. We are also going to have an on-line graduate certificate in agro-ecology that students can pursue as part of the Master’s or PhD probably starting next year. It will be almost all online with maybe one or two intense small residency courses.

MRD: How would you describe the diversity of the students in your program?

AT: We definitely have disciplinary diversity with students coming from disciplines as far afield as anthropology, animal science, engineering, and music. We also have both traditional students and returning professional students. In terms of ethnic and racial diversity of the makeup of the student, we track Vermont, which is not typically diverse but we do have Latino students and one international student now.vermont cheese 1

MRD: What ties do you have to the local Vermont community?

AT: We have a number of different ways in which we have ties to the local community. At the undergraduate level, we have the food systems internship program. So you can get internships with different organizations in the area working in food, agriculture and/or food systems change. In the graduate program we have a required applications seminar for the Master’s program and it’s optional for the PhD. The seminar is a service-learning class and every year the students work through issues with a community partner on a project rooted in an issue of Vermont’s food system. In Vermont, we have a universal composting law that’s starting in about a year. So last year students worked with the Solid Waste Management District and the Natural Resources state-level department on social media campaigns and other issues regarding the most effective way to reach consumers. This year students will work on a project with the Vermont Land Trust on persistent multigenerational issues relating to land tenure in the state. One of the great benefits of living in a small rural state like Vermont is that there is a lot of interaction between the university and the community because it’s a small place and everybody knows each other.

MRD: Is the applications seminar the same as the immersion credit?

AT: So the travel immersion experience is a separate thing for Master’s students where students are to have some kind of immersion experience where they’re in an environment where they’re looking at or thinking about the food systems from the view of a particular environment. It can be a class and we’ve had a class that is called Milk to Maple, which is Vermont’s food system and that’s been a travel immersion class all around the state. We have something called the Break Through Leaders class which is a class where people from all over the United States and the world come together and it’s a credit and non-credit course where they have experiences exploring Vermont’s food system and developing leadership skills. This year we’re starting a travel immersion graduate class on food and migration in Mexico and in Vermont. They’re going to experience both what the food system is like in Mexico and examine the fluid dynamic migration system between Mexico and the United States, not just of people but also of foods. The requirement can also be fulfilled through an immersion internship experience.

MRD: How much is tuition for your program? Are there scholarship or fellowship opportunities?

AT: For the Master’s program it’s a 32-credit program and it will cost approximately $45,000 for out-of-state tuition and about $20-25,000 for in-state tuition. We have a limited number of fellowships for the Master’s program and we will have assistantships for the PhD program because we’re going to fund all of the students we accept into the PhD program. We believe in fully funding for four years, if you come in with a Master’s. If you don’t come in with a Master’s we will try to fund you for the full time, which will probably be around 5 years.

MRD: What’s the length of the PhD program?

AT: It’s going to be a 3 to 5 year PhD program depending if you come into the program with a Master’s and what you study. If you’re not going somewhere else to do research, it’s going to be a different experience.

MRD: That makes a lot of sense. How many fellowships are there available for the Master’s students?

AT: It’s variable but we do have a particular fellowship called the Food Systems Innovation Fellows Program. Two fellowships will be awarded per year and these Fellows will do work with UVM Dining to do a series of goals and indicators for creating a sustainable and local dining program at UVM. We use the Real Food Challenge but we’re also adding other indicators for saying what we think a dining program should be like at UVM. It’s a part time one-year fellowship, including a 10-hour a week stipend and approximately 9 credits.

MRD: Is the 32-credits for the Master’s program a 1-year program or a 2-year program?

AT: You can do our program in 12 months. Most people are going to do it in 18 months. Basically you can do it starting September 1st and be done by September 1st or you can do it September 1st and be done by December 15th. It’s really like a 12-16 month program depending on whether or not you decide to take classes during the summer.vermont cheese 2

MRD: What sets your program apart from other food studies or anthropology programs?

AT: I think it’s really the fact that we’re really trying to bridge between natural sciences, social sciences, and humanities. We try to get students to become competent thinkers and doers around the food system, giving them the intellectual and practical skills that will allow them to successfully navigate. We also have tremendous engagement with the food system and food systems players in Vermont, so you can really learn a lot by being here.

MRD: What do your graduates go on to do after the program?

AT: We just started so we’ve only had a couple years of students but we have somebody working at the USDA as an agronomist, someone working at the Vermont Department of Agriculture, another working the Health Policy Institute that’s trying to integrate food systems work into health policy issues. We have somebody working at a newspaper, a couple of people working at non-profit organizations that are doing food and food-related work, and somebody is a sustainability manager for an institutional dining vendor. They have been able to access lots of different types of jobs.

MRD: That’s great. Do you mostly see your future PhD graduates as more applied anthropologists or scholars rather than just as pure academics?

AT: Yes, I think that our PhD will be robust and rigorous and you could get an academic job from it, but it will be a mix in terms of transdisciplinary approach and disciplinary specificity so it will look a certain way for a graduate.

MRD: Is there anything else you wanted to add?

AT: I think it’s a really exciting and emerging field, ripe with possibility. Although it is never easy to build new ways of thinking and doing about the world, the time seems right for bringing together the last century of disciplinary based inquiry and integrating the best ideas, methods and precepts in new ways for the 21st century, both in the academy but also beyond.

1 Comment

Filed under anthropology, anthropology of food, Food Studies, pedagogy, teaching

Thinking, and doing: Willa Zhen on Teaching Anthropology of Food at the Culinary Institute of America

Lauren Moore
University of Kentucky

This month, we hear from Willa Zhen, Associate Professor at The Culinary Institute of America. She discusses teaching anthropology at an applied institution, and many of the excellent hands-on activities she uses to engage her students.

If you would like to participate, or would like to nominate an excellent instructor for the interview series, please email LaurenRMoore@uky.edu.

Lauren Renée Moore: Can you tell me a little bit about what it’s like to teach at the Culinary Institute of America?

Willa Zhen: The students here—especially those in the new Applied Food Studies major, which started in January 2015—love food. They love cooking, they love eating, and many want to do more with their careers than become traditional restaurant chefs. They’re thinking about food in complex ways, but also have a very hands-on, grounded approach. They understand food at a very practical and sensory level, and also at a cognitive level. That’s what our program is like, in a nutshell.

LRM: What is it like to teach students with such an applied focus?

WZ: When I taught at my doctoral institution, I taught very traditional undergraduate anthropology classes. We read classic texts—and I was in the UK, so we were reading things like Malinowski, very heavy and descriptive. It was very different teaching those types of students and a lot of the students there were very internationally focused, many of them were international themselves. Me included, I was an American living in the UK. Convincing them to read about far-flung places and cultures was pretty easy.

Here, students are working from a different set of experiences, and I try to ground class in what they already know and have experienced. Many students come from working backgrounds and have limited international and cross-cultural exposure. I’m not able to use the classic ethnographies to the same degree. In fact, I actually ground them in current issues and current debates, to really make it relevant. The goal is to get them to dive more critically and thoughtfully into their everyday experience. So it’s kind of a different way of thinking about things.

All photos provided by Willa Zhen.

All photos provided by Willa Zhen.

LRM: Can you tell me a little bit about the structure of your class?

WZ: My students don’t have intro to anthropology and we don’t have an anthro major. There are other classes which explore anthropology in some way, but this is the only anthro class. So I wrote it as an intro to anthropology. I’m trying to get them thinking about classic anthropological concepts and methods of inquiry, but through the lens of food. I actually have two books that I have them read. One of them is an anthropology textbook, and it introduces concepts like kinship, community, etc., and then I have them read Counihan and Van Esterik’s Food and Culture Reader. Then, we do a lot of activities.

For instance, when we talk about kinship, family, commensality, and family structure, I have them do kinship charts. I have Grinding grains - 5them draw their own kinship chart, and then ask them to think about feeding, commensality, and kinship. They use colors to do this. They take one color—I have crayons or colored pencils—and have them shade in everybody who’s fed them. And then they use another color to shade in all the people they feed. I ask: are there overlaps? For most people, elders feed them, and then when they hit a certain age, they’re feeding younger family members. But sometimes, students’ charts don’t fit that characterization. Maybe they didn’t have anyone who fed them, because their parents were working or maybe their parents were unable to feed them due to physical disability. And it creates ways of thinking about feeding and structure and commensality. With that exercise, we read Psyche Williams-Forson’s work “More than Just the ‘Big Piece of Chicken’: The Power of Race, Class, and Food in American Consciousness” on African American family relationships and chicken. It becomes a very tactile way to think about these anthropological concepts.

LRM:  Can you give me an example how you bring current debates into the course?

WZ: One of the ways I teach them about agriculture, technology, and the domestication of plants, is by sneaking it in through a hands-on activity. What you often hear is that food way back when—like your grandmother’s food, which is what Michael Pollan likes to say—was great and romantic and pastoral. It was wonderful! Or, with the Paleo diet folks, we hear that our ancestors ate so much better, right? They foraged, there was no domestication, and everyone was healthier, leaner, and sexier back then. We talked about these different ideas, and then I have them grind grain by hand. We went to the kitchen, I put them in different teams, I had them set a timer and everybody got different tools to work with. Some teams got mortars and pestles of different compositions, others got stone, other a cutting board. I had them see how long it took to grind the grain down to usable flour. They also measure the start weight, and when they got to a point where they had a usable grind, they weighed it again.Grinding grains - 3

This activity was a little bit evil, because some students were very frustrated. That’s the point. To make them think. Smashing things with stone is not as effective as a mortar and pestle, which is not as effective as an industrial mill. It gives them an appreciation for the amount of labor and time it takes to get usable food. They also gain an appreciation for agriculture and storage technology. This got them thinking about the notion of romanticizing the past and the idea that things were better. They quickly realize that it sucks to do things by hand. But, a lot of people on the planet still have to process food in very backbreaking, difficult ways. Grinding grain in class gave them an appreciation of how physical and backbreaking it is. And these students are people who have a lot of manual dexterity. They have all been trained as cooks, and they know how to use a kitchen and work with food. But none of them were prepared for how difficult it was. We were in the kitchen and they were upset because their hands were hurting and their ears were ringing—because it’s very, very loud to hit things with rocks for a long time. They can see why these different technologies may have developed.

Later, I took mercy on them, and had them mix some store-bought commercial flour with what they’d ground, in order to make it into something cookable. The point of this was to grind your flour and then eventually cook it into some kind of bread. They had an option of making any type of bread they wanted. It was open for them to decide because one of the points about agriculture and the development of technology is that our ancestors had to figure this out. They didn’t have a recipe book. So students started asking questions like, “Are there ways we can make this process happen faster?” I asked them to look at the kitchen. What technologies would they have had available to them in the past? Perhaps they had fire. The students started roasting grains, to see if that would make it easier to grind. Some of them boiled their grain down to a paste to see if that would make it easier. As they did this, I said, “This is what our ancestors did, too. They figured it out, because I’m sure they came to the same conclusion you did, which is: this sucks. I’m hungry, how do I make this faster?”

Grinding grains - 2

LRM:  Do you usually teach in a kitchen setting?

WZ: I’m usually in a traditional classroom, with the whiteboard and computers and desks and chairs. We do have kitchens available. The trick here on campus is that the kitchens are usually occupied. I’ve been fortunate that I’ve been able to finagle my way into a kitchen and use that space, but I try and use activities that work in a classroom setting, as well. If I got stuck and couldn’t get a kitchen, I wouldn’t be able to do the part where they had to figure out other adaptive technologies like fire or boiling, but they could still do the grinding part where they get mortars and pestles and grind at a desk.

I try as much as I can to plan things that don’t necessarily require kitchens even though the kitchen is ideal for some of them. I try to think outside the box a lot, how to make this engaging and also pedagogically and academically valid. It takes a little bit of thinking out of the box, and the lot of willingness to trust your gut and experiment and to be willing to have it flop.Grinding grains - 4

LRM:  I wonder if you have other activities you could share that might work well in a traditional classroom setting?

WZ:  One of the things I have done with my anthro class to think about concepts like community and identity is have them look at community cookbooks. You can also do this with ethnic or international cookbooks. One of my favorites is the White Trash Cooking by Ernest Matthew Mickler. It’s a best-seller.  Students can think about how communities self-identify. Who are the self-identified people who buy a white trash cookbook? I have them pull out who the community is, what their values are. Are there certain types of foods that seem to be present? How do they describe themselves? Then, we talk about the narrative of the community, and how we present ourselves, and how much of this describes what the community actually is.

I also have them do mini participant observation either as part of class time or outside of class. It helps them understand sociocultural anthropology methodologies. I find that with students who have been trained as cooks, the challenge is not getting them to do the assignment, it’s actually getting them to reel back that chef’s hat. I have to say, “This is not a restaurant review, you’re not describing the food, you’re not describing the meal, or how you would have plated in it. But, what was actually going on around you?” I often get something that’s more of a restaurant review, and I have to say, “What was actually happening? What was the action, the drama in front of you? Or was there no drama?”

LRM: What do you want students to take away from your class?

WZ:  When I’m teaching the Anthropology of Food, I don’t expect them to remember who Franz Boas or Margaret Mead was. What I want them to get out of it, and remember a couple of months from now, or ten years from now, or maybe when they are very old and in their rocking chairs is: I want them to think outside of themselves for just a moment, and ask, how do I know this? Where am I getting this information? That’s always my key goal. It’s part of the nature of anthropology, to think about where cultural values and norms come from. That’s the one thing I always want my students to think about. To take a step back, and think, where is that coming from?

LRM: Do you feel like you achieve this?

WZ:  I hope so. For one ethnographic project, I had a group study people who drink alone in bars. They went to a local watering hole and they get permission from the owner to hang out there. They started the project assuming different things about why people drink alone. They assumed that these people are losers who didn’t have anybody to drink with. They found in their interviews that why people drink alone is much more complex. Some people didn’t truly drink alone. They went to the bar alone, but they ended up socializing with everybody at the bar. That was their way of socializing. Or people go to the bar alone to socialize without committing to a specific time with specific people. Other people like drinking alone just for the solitude, or it was just a quick drink to get out of the house. The students’ assumptions were really challenged. They always thought that drinking alone was embarrassing, but it wasn’t, necessarily.

LRM:  I wonder if you could speak a little bit to graduate student readers about working in an applied environment like the Culinary Institute of America?

WZ:  For anybody who’s coming from a traditional academic background or institution, teaching at a non-traditional institution can be incredibly rewarding and fun. For me, I’ve always had one foot in applied work anyway, and I felt like that was missing from traditional institutions. Here, I can do a lot of things that I’ve always wanted to do, that I wish I could have done in classes. It’s so rewarding to be able to do these hands on activities. And I think that’s something, particularly with this tight job market, and the difficulties of getting anything in academia. If you want to work in higher education, don’t discount these institutions. The students I have are very focused and driven because they are career minded. They are determined to do well and succeed, and they understand that they have to work hard. Those concepts make sense to them because they have to work in the kitchen from day one here. My advice would be to not dismiss these institutions. It’s so gratifying to be able to do this mixture of academics and also be very grounded. We get to think, and get to do at the same time.


Filed under anthropology of food, Food Studies, teaching

New Book: Teaching Food and Culture

Teaching Food Big CoverHere at SAFN we seem to be in the midst of a great rethinking of the ways in which we teach about food and culture. Which makes sense — interest in food and related issues is growing rapidly in anthropology and in other disciplines and we have seen the development of many new interdisciplinary programs in food studies. We are, therefore, pleased to announce the publication of a new book on this very topic. “Teaching Food and Culture,” (Left Coast Press) edited by Candice Lowe Swift and Richard Wilk, is a collection of twelve chapters by anthropologists focusing on strategies they use when teaching about food. Hopefully, we will be able to publish a review of this collection in the near future. In the spirit of full disclosure, many of the people involved in this project are SAFN members and one chapter was co-written by SAFN board members David Sutton (our glorious nominations chair) and David Beriss (your blog co-editor). Meanwhile, here is a blurb about the book from the publisher’s web site, which you can visit to learn more.

“With the rapid growth and interest in food studies around the U.S. and globally, the original essays in this one-of-a-kind volume aid instructors in expanding their teaching to include both the latest scholarship and engage with public debate around issues related to food. The chapters represent the product of original efforts to develop ways to teach both with and about food in the classroom, written by innovative instructors who have successfully done so. It would appeal to community college and university instructors in anthropology and social science disciplines who currently teach or want to develop food-related courses.”

And here is the table of contents.

Part 1: Teaching Food

Chapter 1: Introduction: Teaching With and Through Food, Candice Lowe Swift and Richard Wilk

Chapter 2: Interview with Sidney Mintz, Candice Lower Swift and Richard Wilk

Chapter 3: Relating Research to Teaching about Food, Penny van Esterik

Part 2: Nutrition and Health

Chapter 4: Teaching Obesity: Stigma, Structure, and Self, Alexandra Brewis, Amber Wutich, Deborah Williams

Chapter 5: Are We What Our Ancestors Ate? Introducing Students to the Evolution of Human Diet, Jeanne Sept

Chapter 6: Just Milk? Nutritional Anthropology and the Single Food Approach, Andrew Wiley

Part 3: Food Ethics and the Public

Chapter 7: Teaching the Experience and Ethics of Consumption and Food Supply, Peter Benson

Chapter 8: Ethnography of Farmers Markets: Studying Culture, Place, and Food Democracy, Carole Counihan

Chapter 9: Using Volunteer Service in Courses about Food, Janet Chrzan

Part 4: Food, Identity, and Consumer Society

Chapter 10: Teaching Restaurants, David Sutton and David Beriss

Chapter 11: Developing Pedagogies for the Anthropology of Food, Brian Stross

Chapter 12: Teaching Communication and Language with Food, Amber O’Connor

Leave a comment

Filed under anthropology, anthropology of food, Food Studies, pedagogy