Food Transgressions

Reconnecting so-called alternative food geographies back to the mainstream food system - especially in light of the discursive and material 'transgressions' currently happening between alternative and conventional food networks, this volume critically interrogates and evaluates what stands for 'food politics' in these spaces of transgression now and in the near future and addresses questions such as: What constitutes 'alternative' food politics specifically and food politics more generally when organic and other 'quality' foods have become mainstreamed? What has been the contribution so far of an 'alternative food movement' and its potential to leverage further progressive change and/or make further inroads into conventional systems? What are the empirical and theoretical bases for understanding the established and growing 'transgressions' between conventional and alternative food networks? Offering a better understanding of the evolving position of the corporate food system vis a vis alternative food networks, this book considers the prospects for economic, social, cultural and material transformations led by an increasingly powerful and legitimated alternative food network.

This book analyses pagan concepts of religious transgressions as expressed in Greek cultic regulations from the 5th century BC-3rd century AD. Also considered are so-called propitiatory inscriptions from the 1st-3rd century AD Lydia and Phrygia, in light of ‘cultic morality’, intended to make places, occasions, and worshippers suitable for ritual.

In Talmudic Transgressions, scholars offer new perspectives on rabbinic literature and related areas, in essays which respond to the work of Daniel Boyarin.

In recent years everyone from politicians to celebrity chefs has been proselytizing about how we should grow, buy, prepare, present, cook, taste, eat and dispose of food. In light of this, contributors to this book argue that food has become the target of intensified pedagogical activity across a range of domains, including schools, supermarkets, families, advertising and TV media. Illustrated with a range of empirical studies, this edited and interdisciplinary volume - the first book on food pedagogies - develops innovative and theoretical perspectives to problematize the practices of teaching and learning about food. While many different pedagogues - policy makers, churches, activists, health educators, schools, tourist agencies, chefs - think we do not know enough about food and what to do with it, the aims, effects and politics of these pedagogies has been much less studied. Drawing on a range of international studies, diverse contexts, genres and different methods, this book provides new sites of investigation and lines of inquiry. As a result of its broad ranging critical evaluation of ‘food as classroom’ and ‘food as teacher’, it provides theoretical resources for opening up the concept of pedagogy, and assessing the moralities and politics of teaching and learning about food in the classroom and beyond.

In recent years everyone from politicians to celebrity chefs has been proselytizing about how we should grow, buy, prepare, present, cook, taste, eat and dispose of food. In light of this, contributors to this book argue that food has become the target of intensified pedagogical activity across a range of domains, including schools, supermarkets, families, advertising and TV media. Illustrated with a range of empirical studies, this edited and interdisciplinary volume - the first book on food pedagogies - develops innovative and theoretical perspectives to problematize the practices of teaching and learning about food. While many different pedagogues - policy makers, churches, activists, health educators, schools, tourist agencies, chefs - think we do not know enough about food and what to do with it, the aims, effects and politics of these pedagogies has been much less studied. Drawing on a range of international studies, diverse contexts, genres and different methods, this book provides new sites of investigation and lines of inquiry. As a result of its broad ranging critical evaluation of ’food as classroom’ and ’food as teacher’, it provides theoretical resources for opening up the concept of pedagogy, and assessing the moralities and politics of teaching and learning about food in the classroom and beyond.

Critically reflecting on the interplays between food and care, this multidisciplinary volume asks ’why do individuals, institutions and agencies care about what other people eat?’ It explores how acts of caring about food and eating shape and intervene in individual bodies as well as being enacted in and through those bodies. In so doing, the volume extends current critical debates regarding food and care as political mechanisms through which social hierarchies are constructed and both self and 'other' (re)produced. Addressing the ways in which eating and caring interact on multiple scales and sites - from public health and clinical settings to the market, the home and online communities - Careful Eating asks what ’eating’ and ’caring’ are, what relationships they create and rupture, and how their interplay is experienced in myriad spaces of everyday life. Taking account of this two-directional flow of engagement between eating and caring, the chapters are organized into three central theoretical dimensions: how eating practices mobilize discourses and forms of care; how discourses and practices of care (look to) shape particular forms of eating and food preferences; and how it is often in the bodies of individual consumers that eating and care encounter one another.

Farmers' cooperatives are very prevalent in the European Union, where they account for approximately half of agricultural trade and thus are key to articulating rural realities and in shaping the sustainability credentials of European food and farming. This book analyses to what extent farmers' cooperatives are working to benefit their members, are showing concern for their communities and are promoting cooperative economies. It offers a multilevel set of theoretical, disciplinary, methodological, empirical and social perspectives, using the UK and Spain as contrasting examples, and analyses whether agricultural cooperatives contribute to achieving sustainable food systems. The book presents empirical data from diverse and rich case studies, from large, international cooperatives, to small, multi-stakeholder initiatives. This provides an alternative viewpoint to that of economics, which tends to dominate the study of agricultural cooperatives. The author presents a new theoretical framework that provides a novel lens to study farmers’ cooperatives as organisations deeply embedded in power dynamics of the food system and agricultural policy that shape and constraint their potential to adopt cooperative and sustainable practices. The book is a major addition to the study of agricultural cooperatives and their impact in the development of fairer and more sustainable food systems and it is one of the first detailed accounts of multi-stakeholder food and farming cooperatives in Europe. It is a valuable resource for all scholars working on cooperatives, as well as for students studying agricultural and food policy, environmental justice and rural sociology.

This book identifies recognition-based systems of engagement and exchange within current alternative food networks, and demonstrates how these fluid micro-structures are fundamental to the development of alternative farming in an Irish context. The author confronts current prevailing discourse by proposing that internal structures of mutual recognition, rather than the market logic of productivist hybrids, underpin successful alternative farms. By adopting a Vygotskian developmental approach, necessarily grounded in communities of practice, the author recognises the expansion of alternative farming in the social-cultural context of ‘scaling out’, rather than in the clinical economic context of ‘scaling up’ which is currently supported by the Irish state. The book relies on Honneth’s recognition theory and theories of extended cognition as an analytical starting point. Volunteering, participatory observation, and interviewing shaped the immersive component of the research which supports this book, and which is influenced by grounded theory, critical theory and cognitive ethnography.