In recent years there has been a groundswell of interest for Australian native foods in culinary and cultural industries. Alongside this, recent school curriculum reform in Australia has developed explicit learning descriptors in relation to food production and consumption among Indigenous Australian’s prior to and following European settlement. For instance, the Victorian Food Studies Curriculum or the NSW Personal Development, Health and Physical Education syllabus requires that Indigenous foods are included in teaching and learning; asking students to recognise and research native foods. As a non-Indigenous researcher responsible for preparing initial teacher education students to develop pedagogies that include Indigenous histories and cultures across the curriculum as it intersects with health, arts and design education, I explore the epistemological challenges and opportunities for including ‘native foods’. Drawing on Ma Rhea’s (2018) theorisation of Indigenist pedagogies and endogenous foods, I examine the visibility and access to locally relevant resources and the types of sites that can support pedagogues navigate the diverse politics, publics, place and histories that are inseparable from historical and contemporary ‘native food’ practices. I also report on a media analysis of Indigenous foods and my own attempts to Indigenise a food and nutrition educational program.
|Number of pages||1|
|Publication status||Published - 2019|
|Event||Institute of Australian Geographers Conference 2019: Geographies of Emergence, Divergence and Convergence - Wrest Point Convention Centre, Hobart, Australia|
Duration: 9 Jul 2019 → 13 Jul 2019
|Conference||Institute of Australian Geographers Conference 2019|
|Period||9/07/19 → 13/07/19|