Cover image for "Cooking to Learn" while "Learning to Cook":  (Be)coming and (Re)membering Sustainability
Title:
"Cooking to Learn" while "Learning to Cook": (Be)coming and (Re)membering Sustainability
Publication Information:
Ann Arbor : ProQuest Dissertations & Theses, 2015

[Prescott, AZ : s. n.], 2015.
ISBN:
9781321787146
Physical Description:
2 vol. : ill. ; 29 cm.
Series:
Prescott College Doctoral Program Dissertation
Language:
English
Language Note:
English
General Note:
Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Advisors: Pramod Parajuli Committee members: Cynthia Belliveau; Elizabeth Lange; Victor Nolet.
Abstract:
Moving away from education for and about sustainability, the purpose of this study was to answer Steven Sterling's (2001) call for education as sustainability. Education as sustainability is the processes and dynamics of the classroom to foster trans-formative sustainability learning experiences towards living and learning ecologically sustainable lives. Food is a critical link to foster sustainable communities (Pollan, 2013; Berry, 1987, 2009; Esteva and Prakash, 1998; Katz, 2012) therefore; I choose to answer Sterling's call by studying how cooking pedagogy was a vehicle to education as sustainability. What does this learning process look like? The literature review was written with narratives of my "rhizomatic learning journey" of the trans-disciplinary literature in sustainability education, educational learning theory, and food learning and practice to understand the strengths and shortcomings as well as review current educational models to explain how and in what ways we "cook to learn" while "learning to cook." Based on an in-depth study of the Environmental Cooking course at the University of Vermont in 2012, nine students engaged in a process that not only taught them how to cook, but they "cooked to learn." Subject matter was entangled in a social-material-affective learning process mimicking an ecological living learning system. Using post-humanist agential realism and ecological complexity theory, living stories around what Karen Barad calls the "performative intra-actions" of cooking, sensing, eating are (re)constructed and diffracted. The dissertation study proposes a model of Kitchen-Based Learning as Sustainability (KBL) and demonstrates what happens when one "cooks to learn" while "learning to cook." I arrive to a per-formative transformative process I propose called, (re) membering and (be)coming sustainability. I propose an emergent "model" of learning as sustainability called, O'Neil's nested learning (ONL).
Holds: