Pedagogies of doing good: Problematisations, authorities, technologies and teleologies in food activism

Flowers, R; Swan, E

Pedagogies of doing good: Problematisations, authorities, technologies and teleologies in food activism

Flowers, R

Swan, E

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Publication Type:: Journal Article
Citation:: Australian Journal of Adult Learning, 2012, 52 (3), pp. 532 - 572
Issue Date:: 2012-12-01

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Field	Value	Language
dc.contributor.author	Flowers, R https://orcid.org/0000-0001-9532-9770	en_US
dc.contributor.author	Swan, E https://orcid.org/0000-0002-4422-807X	en_US
dc.date.issued	2012-12-01	en_US
dc.identifier.citation	Australian Journal of Adult Learning, 2012, 52 (3), pp. 532 - 572	en_US
dc.identifier.issn	1443-1394	en_US
dc.identifier.uri	http://hdl.handle.net/10453/23263
dc.description.abstract	In this paper, we apply a framework from Nikolas Rose to analyse the politics of 'doing good' in food activist education, what we call food pedagogies. We argue that a detailed exploration of food pedagogies has been neglected in adult education and in the growing field of food studies, in spite of the rapidly proliferating forms and site of food education, advice and learning in Australia and other countries. In contrast to other frameworks in adult education which focus on classifying approaches as behaviourist, humanist, progressive and radical, we deploy problematisations, technologies, authorities and teleologies. These latter 'pathways' move away from an abstract idea of 'power as property' and as coercive (Gore 1993) to an examination of 'power as technique' and as productive. Drawing on qualitative data with three different types of food activist educators - a biodynamic educator, a health promotion managers and two farmer-activists, we show Rose's framework opens up our ideas about what can be seen as pedagogical to include the non-human and how adult educators authorise their claims to be doing good. We conclude by arguing that the differences in how each of these activists see food and health should not simply be seen as a difference in opinion but a difference in what Annemarie Mol (1999) calls ontological politics. In so doing, the paper contributes new findings and theorising on pedagogies to food studies, and a new analytic framework for analysing adult education approaches and in particular their claims to be 'doing good'.	en_US
dc.relation.ispartof	Australian Journal of Adult Learning	en_US
dc.title	Pedagogies of doing good: Problematisations, authorities, technologies and teleologies in food activism	en_US
dc.type	Journal Article
utslib.citation.volume	3	en_US
utslib.citation.volume	52	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	1301 Education Systems	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - CMOS - Centre for Management and Organisation Studies
pubs.organisational-group	/University of Technology Sydney/Strength - CPCE - Centre for Creative Practices and the Cultural Economy
utslib.copyright.status	closed_access
pubs.issue	3	en_US
pubs.publication-status	Published	en_US
pubs.volume	52	en_US

Abstract:

In this paper, we apply a framework from Nikolas Rose to analyse the politics of 'doing good' in food activist education, what we call food pedagogies. We argue that a detailed exploration of food pedagogies has been neglected in adult education and in the growing field of food studies, in spite of the rapidly proliferating forms and site of food education, advice and learning in Australia and other countries. In contrast to other frameworks in adult education which focus on classifying approaches as behaviourist, humanist, progressive and radical, we deploy problematisations, technologies, authorities and teleologies. These latter 'pathways' move away from an abstract idea of 'power as property' and as coercive (Gore 1993) to an examination of 'power as technique' and as productive. Drawing on qualitative data with three different types of food activist educators - a biodynamic educator, a health promotion managers and two farmer-activists, we show Rose's framework opens up our ideas about what can be seen as pedagogical to include the non-human and how adult educators authorise their claims to be doing good. We conclude by arguing that the differences in how each of these activists see food and health should not simply be seen as a difference in opinion but a difference in what Annemarie Mol (1999) calls ontological politics. In so doing, the paper contributes new findings and theorising on pedagogies to food studies, and a new analytic framework for analysing adult education approaches and in particular their claims to be 'doing good'.

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http://hdl.handle.net/10453/23263