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Educating for Equity : Food Security in the BC Curriculum Claudio, Janelle
Abstract
Food insecurity is a growing issue, and education can empower students to address it both locally and globally. This paper examines how food security can be integrated into the British Columbia (BC) Food Studies Curriculum by addressing three key questions: (1) How should food security be taught to high school students? (2) How is food security currently covered in the BC Food Studies Curriculum? and (3) What resources can effectively teach this topic? Using Smith's (2017) transformative pedagogy framework, the study analyzes curriculum gaps, reviews pedagogical strategies rooted in social justice, and evaluates available teaching resources. The findings highlight gaps in the treatment of food security in the current curriculum and suggests the need for a more systemic, justice-oriented approach. It advocates for participatory, critical pedagogies that encourage experiential learning and advocacy, offering practical tools for teachers to incorporate food security education. An assessment framework is developed to help educators select resources that foster critical thinking and promote actionable change. This paper aims to align curriculum expectations with classroom practice, providing insights for home economics teachers and contributing to the discourse on food security education. Ultimately, it empowers educators to cultivate informed, empathetic, and active citizens who can advocate for a more equitable food system.
Item Metadata
| Title |
Educating for Equity : Food Security in the BC Curriculum
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| Alternate Title |
Food Security in the BC Curriculum
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| Creator | |
| Date Issued |
2025-04-17
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| Description |
Food insecurity is a growing issue, and education can empower students to address it both locally and globally. This paper examines how food security can be integrated into the British Columbia (BC) Food Studies Curriculum by addressing three key questions: (1) How should food security be taught to high school students? (2) How is food security currently covered in the BC Food Studies Curriculum? and (3) What resources can effectively teach this topic? Using Smith's (2017) transformative pedagogy framework, the study analyzes curriculum gaps, reviews pedagogical strategies rooted in social justice, and evaluates available teaching resources.
The findings highlight gaps in the treatment of food security in the current curriculum and suggests the need for a more systemic, justice-oriented approach. It advocates for participatory, critical pedagogies that encourage experiential learning and advocacy, offering practical tools for teachers to incorporate food security education. An assessment framework is developed to help educators select resources that foster critical thinking and promote actionable change.
This paper aims to align curriculum expectations with classroom practice, providing insights for home economics teachers and contributing to the discourse on food security education. Ultimately, it empowers educators to cultivate informed, empathetic, and active citizens who can advocate for a more equitable food system.
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| Subject | |
| Genre | |
| Type | |
| Language |
eng
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| Series | |
| Date Available |
2025-05-01
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| Provider |
Vancouver : University of British Columbia Library
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| Rights |
Attribution-NonCommercial-NoDerivatives 4.0 International
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| DOI |
10.14288/1.0448683
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| URI | |
| Affiliation | |
| Campus | |
| Peer Review Status |
Reviewed
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| Scholarly Level |
Graduate
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| Rights URI | |
| Aggregated Source Repository |
DSpace
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Rights
Attribution-NonCommercial-NoDerivatives 4.0 International