Title
Materialized Practices of Food as Borderlands Performing as Pedagogy
Document Type
Article
Publication Date
2018
Abstract
In this paper, I examine the interrelationship between borderlands, food, and ways in which they perform as pedagogy. First, I define borderlands in relation to art. Second, I discuss food and borderlands as authenticity, hybridity, and race/body. Lastly, I examine various fields of pedagogy including public, border, and food pedagogy and consider how they relate to food. I suggest that the interrelationship between borderlands and food can be used as a pedagogical tool to teach and learn about liminality, tension, contradiction, and hybridity. The hybrid spaces of consumable borderlands challenge food purity and yield unexpected foods such as carne asada fries and hotdog tamales. An important concept of border pedagogy, borderlands can be employed to decenter, reterritorialize, remap and create new knowledge through food materials and processes. The entanglement of public, border, food pedagogy, and tamales is a complicated and dense process wherein knowledge collides with the in-between. Further, the knowledge connected to the experience of dialogue, making and eating food as borderlands enters a liminal space between knowing and not knowing and varies with each encounter.
Recommended Citation
García, Christen Sperry. “Materialized Practices of Food as Borderlands Performing as Pedagogy.” The Journal of Social Theory in Art Education, vol. 38, 2018, pp. 65–74.
Publication Title
The Journal of Social Theory in Art Education
Comments
Copyright 2018 by The Journal of Social Theory in Art Education