Good Words, Good Food, Good Mind

Each year, more interdisciplinary food-related pro­grams are offered at Turtle Island colleges and uni­versities. First Nations Technical Institute (FNTI), an Indigenous postsecondary institution located on Tyendinaga Mohawk Territory, Ontario, is in the process of developing an Indigenous food syst...

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Bibliographic Details
Published in:Journal of Agriculture, Food Systems, and Community Development
Main Authors: Keith Williams, Suzanne Brant
Format: Article in Journal/Newspaper
Language:English
Published: Lyson Center for Civic Agriculture and Food Systems 2019
Subjects:
Transformative Learning
Food Systems
Three Sisters
Collectivist
Indigenous Higher Education
Decolonization
Agriculture
S
Human settlements. Communities
HT51-65
Turtle Island
First Nations
Online Access:https://doi.org/10.5304/jafscd.2019.09B.010
https://doaj.org/article/813304e77d324efd90438226ef9b75f7
Description
Summary:Each year, more interdisciplinary food-related pro­grams are offered at Turtle Island colleges and uni­versities. First Nations Technical Institute (FNTI), an Indigenous postsecondary institution located on Tyendinaga Mohawk Territory, Ontario, is in the process of developing an Indigenous food systems undergraduate degree program. This article shares our thoughts regarding education for food system transformation at FNTI. Transformative learning theory (Mezirow, 2000) presents a framework for adult learning with the potential to effect food sys­tem change. Our paper examines this theory con­sidering traditional Haudenosaunee teachings and contemporary thought. Despite the potential for food system transformation, transformative learn­ing theory—grounded in Western thought—can not lead to a truly decolonized food system because it offers the Indigenous learner little to rebuild that which was deconstructed. Although transformative learning theory and Haudenosaunee ways of knowing are incompatible, transformative learning could help Indigenous learners to chal­lenge implicit colonial narratives as part of the pro­cess of decolonization. Transformative learning theory may also have value for cultivating allies in non-Indigenous contexts. We are designing our Indigenous food systems program according to traditional Haudenosaunee principles such as ka’nikonhri:io (good mind), and we will employ talking circles, common to many Indigenous nations. We suggest that a food system pedagogy, based on traditional teachings and principles from specific Indigenous nations, is the only authentic route to a decolonized and equitable food system.

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