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Jonas, Adam Carl

This paper examines the evolution of Culinary Arts education in British Columbia, with a focus on historical, cultural, and pedagogical shifts. It critiques traditional culinary models, particularly the master-apprentice structure, and advocates for a more holistic, inclusive approach that integrates critical thinking, cultural awareness, and social-emotional learning. Through personal reflection and academic inquiry, the paper calls for a transformative framework that balances technical skills with critical inquiry, sustainability, and social responsibility. It emphasizes the importance of strong teacher-student relationships and the need for curricula that prepare students to navigate the complexities of the modern world. This study also explores the role of Critical Literacy in reshaping teaching and learning by encouraging students to critically engage in food systems, challenge societal inequities, and explore the ethical, political, and environmental dimensions of food. Drawing on transformative education principles, this conceptual analysis, historical inquiry advocates for a curriculum that empowers students to reflect on their practices and contribute to more equitable and sustainable food systems. Just as mise en place organizes a chef’s kitchen, a critical literacy approach serves as an organizational tool to refine both pedagogical practices and students' learning potential.

Text

University of British Columbia. EDCP 590

Vancouver : University of British Columbia Library

10.14288/1.0448655

Education, Faculty of; Curriculum and Pedagogy (EDCP), Department of

Reviewed

http://creativecommons.org/licenses/by-nc-nd/4.0/