Summary: 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. In doing so, this volume provides a comprehensive overview of existing literature on food literacy and the methodologies utilized to study the same across the Global North and South. Furthermore, this volume reports the findings of a primary research study conducted in the domain of curriculum analysis across school education boards of five South Asian countries, including Bangladesh, Bhutan, India, Nepal, and Sri Lanka. It also documents the teaching-learning experiences and perceptions of various stakeholders from select schools and regions in India. Besides highlighting the dynamic, contextual, and place-based nature of food literacies, the volume questions the autonomous nature of literacy studies, thereby promoting a less deterministic and more sustainable, inclusive, and discursive paradigm of food literacy/literacies.

Summary: 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.

Summary: This book offers a curated collection of scholarship that significantly contributes to the shaping of Critical Food Studies in Asia. Drawing on a machine-generated literature review of select Springer publications, it highlights the critical turn in Food Studies rooted in the recognition that everyday social discourses surrounding food embody complex interrelations of power dynamics, identity politics, and ideological underpinnings. The book maps out key conceptual frameworks, methods, and methodologies from various disciplines, offering insights into the understanding and analysis of foodways and practices. The editors’ introductions accompanying the structured reviews open up discussions on prominent trajectories, frameworks, and future research scope in the area, making it an essential reference point for scholars, educators, and students alike. It also initiates deliberations on the complexities of working within a heterogeneous space like Asia, while exploring its potential to evolve newer frameworks and alternative knowledge systems to critically engage with gastronomic practices.