Dishari Chattaraj – författare

This volume explores concepts and theories of food literacy to understand the interdisciplinary paradigms, perspectives, and emerging discourses in and beyond formal educational contexts in the Global South, specifically South Asia.

This book explores and deciphers the trajectories taken on by digital food activism in South Asia, addressing the convergences between digital and food activism that take shape at the juncture of social and culinary reformation. It specifically focuses on case studies of self-led online campaigns emerging from South Asia, centered around food de-corporatization, revival of foodways, and foregrounding of local and regional food knowledge and heritages. Through such an explorative focus, the authors interrogate the ways in which the public utilizes the pace and reach of digitality to rectify a dysfunctional system of food by encouraging a ‘critical reading’ of what is eaten and, by default, the world that is lived in. In doing so, the volume highlights the potential of digital food activism as ‘public pedagogy’ in mobilizing collective awareness and action against the rapid commercialization of food and in favor of the right to better consumption practices. The authors further conceptualize and propose the term ‘digital public food pedagogies’, in which the publicness embedded in digital spaces is reoriented around practices of  ‘understanding’ and interpreting the food system, placing diverse yet co-constitutive epistemologies of food at the center of the discourse. This book, then, approaches digital and social media as sites that actors utilize to impact the ‘gastronomic,’ a cultural field otherwise plagued by commercialization and its endorsement of misinformation.

This book presents a machine-generated review on various works related to pedagogy and space, especially relevant to the context of the Global South, from selected papers published by Springer Nature, then organized with an editor-written introduction to each chapter.

This book presents a machine-generated review on various works related to pedagogy and space, especially relevant to the context of the Global South, from selected papers published by Springer Nature, then organized with an editor-written introduction to each chapter. It maps conceptual engagements on space across disciplines, synthesizing emerging pedagogies, cultural movements, and spatial politics. By foregrounding spatial questions in pedagogy, it approaches pedagogy as a social and cultural practice, beyond the confines of institutionalized spaces, attempting to blur the boundaries between scholarship and activism. It is a reference point for understanding curriculum designs and developments, sustainable, multicultural, inclusive, and eco-conscious educational practices, and community engagement models in education. It initiates deliberations on various ways in which academicians, practitioners, geographers, cartographers, students, community actors, and activists as a collective can rethink pedagogical practices in distinct ways to make contemporary education inclusive and relevant for the context and time.The auto-summaries have been generated by a recursive clustering algorithm via the Dimensions Auto-summarizer by Digital Science. The editors of this book selected which SN content should be auto-summarized and decided its order of appearance. Please be aware that these are extractive auto-summaries, which consist of original sentences, but are not representative of its original paper, since we do not show the full length of the publication. Please note that only published SN content is represented here, and that machine-generated books are still at an experimental stage.

This book offers a curated collection of scholarship that significantly contributes to the shaping of Critical Food Studies in Asia.