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There has recently been a marked increase in scholarly interest in both food systems pedagogy and food literacy. So far, however, there has been very little work attending to the intersection of these two crucially important interventions. We argue that a distinctly critical food systems pedagogy must be grounded in and enabled through an equally critical food literacy. We forward a provisional definition of critical food literacy and make the argument that postsecondary institutions should be invested in ensuring that all students – not only food studies students – are exposed to critical food literacy training.

Student food literacy, critical food systems pedagogy, and the responsibility of postsecondary institutions