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The (Eco)Pedagogy of Convivium: Nurt...

Ensweiler, Michaela,

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The (Eco)Pedagogy of Convivium: Nurturing Roots of Food Pedagogy for Sustainable Socio-Ecological Relationships /

Record Type:	Electronic resources : Monograph/item
Title/Author:	The (Eco)Pedagogy of Convivium: Nurturing Roots of Food Pedagogy for Sustainable Socio-Ecological Relationships // Michaela Ensweiler.
Author:	Ensweiler, Michaela,
Description:	1 electronic resource (353 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 87-04, Section: A.
Contained By:	Dissertations Abstracts International87-04A.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=32278727
ISBN:	9798297961265

The (Eco)Pedagogy of Convivium: Nurturing Roots of Food Pedagogy for Sustainable Socio-Ecological Relationships /
Ensweiler, Michaela,

The (Eco)Pedagogy of Convivium: Nurturing Roots of Food Pedagogy for Sustainable Socio-Ecological Relationships /Michaela Ensweiler. - 1 electronic resource (353 pages)

Source: Dissertations Abstracts International, Volume: 87-04, Section: A.

This dissertation is a secondary analysis and inquiry into relationships with food through education. Through what starts as an experimental curriculum centered around the subject of foraging dispersed to upper elementary (6th grade) an elementary school in Los Angeles to three-part Seidman interview series with participants in varying fields centered around food and/and or education assessing their past (how they came to know this space), present (how they foster relationships in this space), and future (how they envision a perfect, utopian vision in this space). Upon writing the abstract for this chapter, the United States of America has released its Nation's Report Card examining "critical information on how students across the U.S. are doing in math and reading at 4th and 8th grades" (nagb.gov, 2025). This will have been the most updated version of the report card since the offset of international pandemic of COVID-19 that paused much of the world's educational infrastructure. The report states that there have been no significant changes in most states in both subjects and grades as well as a decline in reading at both grades (nagb.gov, 2025). This dissertation also begins after devastating wildfires spread among the greater LA metro leaving an initial estimate of $350 million dollars loss in public infrastructure (LAtimes.com, 2025) - one of many rising climate crises the United States of America has faced in the past year alone. It is clear the United States is reeling from ineffective learning systems as well as a climate emergency. These are inextricably linked to our food infrastructure - the health and wellbeing of people correlate to the health and wellbeing of Earth, especially through the lens of food. Through a multifaceted framework of issues that have arisen out of the way in which we know and treat our relationships with lands, waters, and foods so too have said crises of mental, physical, and economic ills. How do we come to know Earth, our lands, waters, and foods again? How did we come to know them first? How do we foster relationships between people-to-people and people to lands, waters, and foods? In a utopian world, what would a perfect education with Earth look like?Drawing on two case studies, this dissertation focuses in on results from an experimental curriculum enacted that treated Earth and food as a viable teacher and relationship rather than the subject of focus as well as a three-part interview series given to nine participants who spoke about their journey into their relationship with work in the field of education and food, fostering relationships to human-food, human-Nature, and human-human. Through these two case studies, it is demonstrated that initial exposure through family or close relationships fosters a deep relationship between people and food, participants choose to work in these fields as an act of rebellion or justice for Earth as well as its inhabitants, and rebellious exposure and justice-centered education with and to land, Nature, and food outside of neoliberal and industrialized structures is not only yearned for but also central to closing an ever-widening gap between human and food.

English

ISBN: 9798297961265Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Ecopedagogy

The (Eco)Pedagogy of Convivium: Nurturing Roots of Food Pedagogy for Sustainable Socio-Ecological Relationships /
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520 $a This dissertation is a secondary analysis and inquiry into relationships with food through education. Through what starts as an experimental curriculum centered around the subject of foraging dispersed to upper elementary (6th grade) an elementary school in Los Angeles to three-part Seidman interview series with participants in varying fields centered around food and/and or education assessing their past (how they came to know this space), present (how they foster relationships in this space), and future (how they envision a perfect, utopian vision in this space). Upon writing the abstract for this chapter, the United States of America has released its Nation's Report Card examining "critical information on how students across the U.S. are doing in math and reading at 4th and 8th grades" (nagb.gov, 2025). This will have been the most updated version of the report card since the offset of international pandemic of COVID-19 that paused much of the world's educational infrastructure. The report states that there have been no significant changes in most states in both subjects and grades as well as a decline in reading at both grades (nagb.gov, 2025). This dissertation also begins after devastating wildfires spread among the greater LA metro leaving an initial estimate of $350 million dollars loss in public infrastructure (LAtimes.com, 2025) - one of many rising climate crises the United States of America has faced in the past year alone. It is clear the United States is reeling from ineffective learning systems as well as a climate emergency. These are inextricably linked to our food infrastructure - the health and wellbeing of people correlate to the health and wellbeing of Earth, especially through the lens of food. Through a multifaceted framework of issues that have arisen out of the way in which we know and treat our relationships with lands, waters, and foods so too have said crises of mental, physical, and economic ills. How do we come to know Earth, our lands, waters, and foods again? How did we come to know them first? How do we foster relationships between people-to-people and people to lands, waters, and foods? In a utopian world, what would a perfect education with Earth look like?Drawing on two case studies, this dissertation focuses in on results from an experimental curriculum enacted that treated Earth and food as a viable teacher and relationship rather than the subject of focus as well as a three-part interview series given to nine participants who spoke about their journey into their relationship with work in the field of education and food, fostering relationships to human-food, human-Nature, and human-human. Through these two case studies, it is demonstrated that initial exposure through family or close relationships fosters a deep relationship between people and food, participants choose to work in these fields as an act of rebellion or justice for Earth as well as its inhabitants, and rebellious exposure and justice-centered education with and to land, Nature, and food outside of neoliberal and industrialized structures is not only yearned for but also central to closing an ever-widening gap between human and food.
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653 $a Ecopedagogy
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653 $a Relational pedagogy
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