Food and Culture

Department of Sociology/Anthropology
Concordia University
Fall 2018

Office Hours: By Request
Professor’s Office: H-1125.12
Day/Time: Wednesday – 8:30 – 10:45 PM
Classroom – H-557

 

Food is an important part of cultural studies. It is central to many cultural rituals, like feasts and festivals; it has been a catalyst for global resistance to capitalism, like in the food sovereignty movement; it is embedded with a variety of beliefs and customs, like religious diets (i.e. Kosher and Halal); it is a uniting force for the development of a social economy, like in the development of food cooperatives; it has also been a central theme in countless cultural texts, films and literature; most importantly, it is what keeps people alive.

In this course, we explore themes related to food and culture. We focus on the political economy of food by examining how food is produced, transformed, distributed, consumed, and how food waste is managed in different areas of the world. We take a critical perspective to analyze multinational food corporations, like Bayer, by looking at the consequences of large scale industrialized farming, monoculture, and the privatization of genetics. These consequences include, the use of GMOs and the loss of biodiversity; reliance on fossil fuels and its contribution to climate change; use of glyphosate and the accompanying health effects; seed patents and loss of food sovereignty; use of natural resources and the depletion of water and food supplies; among others.

We also explore what certain cultures are doing to prevent these negative consequences. We look at the slow food movement coming out of Italy and Ireland as a way of re-localizing food production, processing and consumption – aka. the farm to plate movement; we examine the food sovereignty movement coming out of Mexico at La Via Campesina assembly in 1996 – which is now being popularized globally; we learn about the Detroit Black Community Food Security Network and their initiative to reclaim food sovereignty, food justice and eliminate food insecurity; we also look at sustainable production, like seed saving, indigenous practices, permaculture, rooftop gardening, and organic farming. Moreover, we read about and discuss a variety of beliefs and customs regarding food by addressing the differences in cultural symbolism of plants and animals in different parts of the world.

In this course, we partake in the ‘practice’ of food. Students cook a meal related to their cultural heritage to share with the class. They write about and discuss the cultural significance, meaning and symbolism of the food that they prepared for the class. They also perform research about the supply chain of the ingredients and environmental footprint, as well as the labour, gender, class, and racial relations that went into preparing the food. Students also take turns preparing food items for the class so we all have a snack while we learn. Student partake in other forms of food production – they will grow a plant from seed and must care for it until the class is complete.

An important focus of this course is community engagement. Students participate with local food projects in and around Concordia University. Students perform an action-based research project by creating a new food organization, participating with and enhancing a current food project, and/or conducting research about university food systems. Students can even create content for the Concordia Student-Run Food Group Research project:
www.concordiafoodgroups.ca

 

 

Course Materials and Text:

Students are expected to complete ALL the designated readings and watch ALL of the assigned videos BEFORE EACH CLASS. Students are also expected to attend ALL classes, and participate in class discussions.

The required readings for this course is contained in a course-pack available at the library bookstore.

The power-point lecture notes will be posted on the course site on a weekly basis before each class.

Recommended readings: URLs and other electronic sources may be posted on the course website from time to time. Please visit the course website to get this material. These are only for interest and are not required.

 

Course Format

This course consists of a variety of pedagogical styles including lectures, discussions, guest speakers, and community service learning. Students are expected to read the required text and/or watch the assigned movie before coming to class. In class, students engage with each other through interactive activities, discussions and by talking with people who work with food – production, transformation, distribution, and waste management.  At times, the class participates in field-trips on and off campus. Students will be notified in advance by e-mail and in class prior to these events.

Students also take turns preparing food items for the class so that we have snacks as we learn. Students work out a schedule in the first weeks of the course. This counts towards your participation grade along with other activities discussed below.

 

Course Evaluation

 

Exam 1					30%
Exam 2					30%
Conference/Workshop Report					10%
Cultural Significance of Food Report					10%
Report – Action Research Project					10%
Participation in Classroom Activities					10%
				Total	100%

 

Letter Grade Equivalency

Your numerical grades will be converted to letter grades as follows:

A+       (93 – 100%)    B+       (77 – 79%)      C+       (67 – 69%)      D+ (57– 59%)

A         (85 – 92%)      B         (73 – 76%)      C         (63 – 66%)      D   (53 – 56%)

A-        (80 – 84%)      B-        (70 – 72%)      C-        (60 – 62%)      D-  (50 – 52%)

F          < 50%

 

 

Lecture Schedule: Themes and Required Readings

This is a TENTATIVE schedule and is subject to change. Be sure to consult the course website regularly to be aware of any changes.

Course schedule, Topics and Required readings: 

 

September 5 – Introduction

 

September 12 – Food and Culture

Koc, M., Sumner, J., Winson, A. (2012) Critical Perspectives in Food Studies, Oxford.
Chapter 4 – Johnson, J., Cappeliez, You Are What You Eat: Enjoying (and Transforming) Food Culture, pp. 49 – 64.

Levkoe, C., Brady, J., and Anderson, C. (2016) Towards and Interdisciplinary Food Studies: Working the Boundaries. In Conversations in Food Studies, Anderson, C. R., Brady, J., Levkoe, C. eds, University of Manitoba Press.

 

September 19 – Foundations of Food and Culture

Couninham, C., Van Estrik, P. (2013) Food and Culture; A Reader, Routledge.
Chapter 1 – Mead. M. (1971) Why do we overeat? Pp. 19 – 22
Chapter 2 – Barthes, R. (1961) Towards a Psychosociology of Contemporary Food Consumption, pp. 23 – 30
Chapter 3 – Bordeau, P. (1979) Distinction: A Social Critique of the Judgement of Taste, pp. 31 – 40
Chapter 4 – Levi-Strauss, C. (1966) The Culinary Triangle, pp. 40 – 47

 

September 26 – Foundations of Food and Culture
Couninham, C., Van Estrik, P. (2013) Food and Culture; A Reader, Routledge.
Chapter 5 – Douglas, M. (1966) The Abominations of Leviticus, pp. 48 – 58
Chapter 6 – Harris, M. (1985) The Abominable Pig, pp. 59 – 71
Chapter 7 – Goody, J. (1982) Industrial Food: Towards the Development of a World Cuisine, pp. 72 – 90
Chapter 8 – Mintz, S. W. (1979) Time, Sugar and Sweetness, pp. 91 – 103

 

October 3 – Political Economy of Food and Culture

Shiva, V. (2015) Earth Democracy: Justice, Sustainability and Peace, North Atlantic Books.
Chapter 1 – Living Economies, pp. 11 – 64.

Wittman, H., Desmarais, A. A., & Wiebe, N. (2011) Food Sovereignty in Canada: Creating Just and Sustainable Food Systems, Fernwood Publishing.
Chapter 2 – Qualman, D. (2011) Advancing Agriculture by Destroying Farms? The State of Agriculture in Canada, pp. 20 – 42.

 

 October 10 – Food Sovereignty

 Cultural Significance of Food Report DUE

Patel, R. (2009) Food Sovereignty, Journal of Peasant Studies, 36, 3, pp. 663 – 706.

Wittman, H. (2011) Food Sovereignty: A New Rights Framework for Food and Nature? Environment and Society: Advances in Research 2, pp. 87 – 105.

Alkon, A. H., & Agyeman, J. (2011) Cultivating Food Justice: Race, Class and Sustainability, MIT Press.
Chapter 14 – Holt-Giminez, E. (2011) Food Security, Food Sovereignty or Food Justice: Crises, Food Movements and Regime Change, pp. 309 – 330.

 

 October 17 – Exam 1

 

October 24 – GMOs, Biodiversity, Privatization of Genetics

Shiva, V. (2016) Seed Sovereignty, Food Security, North Atlantic Books.
Introduction – Shiva, V. (2011) Seed Sovereignty, Food Security, pp. vii – xxi
Chapter 5 – Ho., Mae-Wan, The New Genetics and Dangers of GMOs, pp. 105 – 128.

Read the reports from the Canadian Biotechnology Action Network
https://cban.ca/publications/reports/

 

October 31 – A Global Food Culture: International Trade Regulations

Smythe, E. (2014) Globalization and Food Sovereignty: Global and Local Change in the New Politics of Food, University of Toronto Press.
Chapter 2 – The Territory of Self-Determination: Social Reproduction, Agro-Ecology, and the Role of the State, pp. 289 – 318.
Chapter 10 – Food Sovereignty, Trade Rules, and the Struggle to Know the Origins of Food, pp. 289 – 318.

 

November 7 – Race, Class, Feminism, Food and Culture

White, M. M., (2011) D-Town Farm: An African American Resistance to Food Insecurity and the Transformation of Detroit, Environmental Practice, 13, 4

Koc, M., Sumner, J., Winson, A. (2017) Critical Perspectives in Food Studies, Oxford.
Chapter 6 – Brady, J., Power, E., Szabo, M., Gingras, J. pp. 81 – 94.

 

November 14 – Food and Indigenous Cultures           

Shiva, V. (2016) Seed Sovereignty, Food Security, North Atlantic Books.
Chapter 13 – Foote, S. (2016) Reviving Native Sioux Agricultural Systems, pp. 209 – 214.
Chapter 14 – LaDuke, W. (2016) In Praise of the Leadership of Indigenous Women, pp. 215 – 235.

Wittman, H., Desmarais, A. A., & Wiebe, N. (2011) Food Sovereignty in Canada: Creating Just and Sustainable Food Systems, Fernwood Publishing.
Chapter 6 – Morrison, D. (2011) Indigenous Food Sovereignty: A Model for Social Learning, pp. 97 – 113.

 

November 21 – Food and Cultural Identity

Readings – One chapter from:
Di Giovine, M. A., Brulotte, R. L (2014), Edible Identities: Food as Cultural Heritage, Ashgate

  

November 28 – Food, Health, and Culture

Report – Action Research Project Report DUE

***Watch Cooked, Michael Pollan

Koc, M., Sumner, J., Winson, A. (2012) Critical Perspectives in Food Studies, Oxford.
Chapter 9 – Constructing Healthy Eating/Constructing Self, pp. 136 – 151.

Anderson, C. R., Brady, J., & Levoke, C. (2016) Conversations in Food Studies, University of Manitoba Press.
Chapter 7 – Martin, W., Mundel, E., and Rideout, K., (2016) Finding Balance: Food Safety, Food Security, and Public Health, pp. 170 – 192.

 

Late assignment policy: 

Unless you are given permission in advance, late assignments will not be accepted without adequate documentation of medical or personal emergencies.

 

Handing in Assignments: 

All assignments MUST be submitted in hard copy at the beginning of class on the due date. Any assignment submitted electronically will be subject to a reduction of 10% of the value of the assignment.

 

A list of Student Services and Useful Resources

Counselling and Psychological Services: http://concordia.ca/students/counselling-life-skills

Concordia Library Citation and Style Guides: http://library.concordia.ca/help/howto/citations

Student Success Centre: http://concordia.ca/students/success

Health Services: http://concordia.ca/students/health

Financial Aid and Awards: http://concordia.ca/offices/faao

HOJO (Off Campus Housing and Job Bank): http://csu.qc.ca/hojo

Academic Integrity: http://concordia.ca/students/academic-integrity

Access Centre for Students with Disabilities: http://concordia.ca/offices/acsd

CSU Advocacy Centre: http://csu.qc.ca/advocacy

Dean of Students Office: http://concordia.ca/offices/dean-students

International Students Office: http://concordia.ca/students/international

Student Hub: http://concordia.ca/students

Sexual Assault Resource Centre: http://concordia.ca/students/sexual-assault.html

Indigenous Directions: http://concordia.ca/about/indigenous.html

 

University Rights and Responsibilities

Academic Integrity: “The Academic Code of Conduct sets out for students, instructors and administrators both the process and the expectations involved when a charge of academic misconduct occurs. The regulations are presented within the context of an academic community which seeks to support student learning at Concordia University.” (From Article 1 of the Academic Code of Conduct). Full text:

http://www.concordia.ca/students/academic-integrity/offences.html

 

Plagiarism: The most common offense under the Academic Code of Conduct is plagiarism, which the Code defines as “the presentation of the work of another person as one’s own or without proper acknowledgement.” This includes material copied word for word from books, journals, Internet sites, professor’s course notes, etc. It refers to material that is paraphrased but closely resembles the original source. It also includes for example the work of a fellow student, an answer on a quiz, data for a lab report, a paper or assignment completed by another student. It might be a paper purchased from any source. Plagiarism does not refer to words alone –it can refer to copying images, graphs, tables and ideas. “Presentation” is not limited to written work. It includes oral presentations, computer assignment and artistic works. Finally, if you translate the work of another person into any other language and do not cite the source, this is also plagiarism. In Simple Words: Do not copy, paraphrase or translate anything from anywhere without saying where you obtained it! Source: Academic Integrity Website: http://concordia.ca/students/academic-integrity

 

Disabilities: The University’s commitment to providing equal educational opportunities to all students includes students with disabilities. To demonstrate full respect for the academic capacities and potential of students with disabilities, the University seeks to remove attitudinal and physical barriers that may hinder or prevent qualified students with disabilities from participating fully in University life. Please see the instructor during the first class if you feel you require assistance.

For more information please visit http://concordia.ca/offices/acsd

 

Safe Space Classroom: Concordia classrooms are considered ‘safe space classrooms’. In order to create a climate for open and honest dialogue and to encourage the broadest range of viewpoints, it is important for class participants to treat each other with respect. Name-calling, accusations, verbal attacks, sarcasm, and other negative exchanges are counter-productive to successful teaching and learning. The purpose of class discussions is to generate greater understanding about different topics. The expression of the broadest range of ideas, including dissenting views, helps to accomplish this goal. However, in expressing viewpoints, students should try to raise questions and comments in ways that will promote learning, rather than defensiveness and feelings of conflict in other students. Thus, questions and comments should be asked or stated in such a way that will promote greater insight into the awareness of topics as opposed to anger and conflict. The purpose of dialogue and discussion is not to reach a consensus, nor to convince each other of different viewpoints. Rather, the purpose of dialogue in the classroom is to reach higher levels of learning by examining different viewpoints and opinions with respect and civility.

 

I acknowledge that Concordia University is located on unceded Indigenous lands. The Kanien’kehá:ka Nation is recognized as the custodians of the lands and waters on which we gather today. Tiohtiá:ke/Montreal is historically known as a gathering place for many First Nations. Today, it is home to a diverse population of Indigenous and other peoples. We respect the continued connections with the past, present and future in our ongoing relationships with Indigenous and other peoples within the Montreal community. (Indigenous Directions Leadership Group, Feb. 16, 2017)