Introductory description

The module draws on Warwick’s world leading research – especially those involved in the university's Global Research Priority on Food – to deliver subject and analytical knowledge, as well as research and communication skills, to equip students with a multi-disciplinary toolkit for positive participation in the creation of more sustainable food systems.

Module web page

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

1. Introduction: The Food Systems Approach and Foundational Issues
2. Food Regimes and Global Commodities
3. Food Production as Modified Ecosystems
4. Food Production: Industrial and Small Farmer Sustainability
5. Food Supply and Governance: Sustainability in Corporate and Alternative Approaches
6. Environmental Impacts of Food Supply
7. Crop Production and Threats
8. University of Warwick in the Food System
9. Financialisation: Food Prices and Crisis
10. Visual Campaign Presentations

Learning outcomes

By the end of the module, students should be able to:

• Apply a ‘Food Systems’ approach to the identification, research and analysis of broadly conceived sustainability issues, emerging in food production, processing and consumption
• Evaluate the contrasting technical and governance responses proposed for issues generate by global food needs
• Employ visual mapping of food systems for analytical purposes in creating a mixed media campaign
• Apply a critical understanding of key concepts, particularly food security, sovereignty and sustainability in analysis of food systems
• Where relevant, reflect on and evaluate personal and collective food consumption choices in relation to sustainable development concerns

Indicative reading list

Albritton, R. (2009) Let Them Eat Junk: How capitalism Creates Hunger and Obesity. London: Pluto Press.
Alkon, A.H. & Agyeman, J. (eds) (2011) Cultivating Food Justice: Race, Class and Sustainability. Cambridge Mass: MIT Press.
Atkins, P & Bowler, I. (2001) Food in Society: economy, culture and geography. London: Arnold.
Carolan, M. (2013) Reclaiming Food Security. Abingdon: Earthscan from Routledge.
Dowler, E & Jones Finer, C. (eds) (2003) The Welfare of Food: rights and responsibilities in a changing world. Oxford: Blackwell Publishing. also issued as special issue of Social Policy and Administration, (2002) 36, 6
Germov, J. & Williams, L. (eds) (2008) 3rd edition A Sociology of Food and Nutrition: The Social Appetite. Victoria, Australia: Oxford University Press.
Lang, T., Barling, D. & Caraher, M. (2009) Food Policy: integrating health, environment and society. Oxford: Oxford University Press.
Maurer, D. & Sobal, J. (eds.) (1995) Eating Agendas: Food and Nutrition as Social Problems. New York: Aldine de Gruyter.
Patel, R. (2007) Stuffed and Starved: Markets, Power and the Hidden Battle for the World Food System. London: Portobello Books.
Tansey, G. & Worsley, T. (1995) The Food System: A Guide. London: Earthscan.

View reading list on Talis Aspire

Research element

Healey & Jenkins (2009) propose that Research-led-teaching design should consider four discrete opportunities. This module has been designed to include three of these opportunities:

1. Research-led learning, where the module syllabus is developed from current research in relevant fields, being based on contemporary and/or seminal, peer reviewed and other high quality research literature. As such, all knowledge for student engagement will be consciously and specifically chosen for its merits in reference to broader academic understanding.

2. Research-tutored learning, where students engage actively in discussing high quality, contemporary and seminal research literature, as well as working progress academic work.

3. Research-based learning, where students use developing methodological skills to create original knowledge of their own. Students produce innovative, evidence-based, suggestions for a Visual Campaign.

Interdisciplinary

This is an optional core module on the Global Sustainable Development course which adopts an interdisciplinary approach spanning the arts, humanities, social and natural sciences fields in order to engage with the major global challenges facing contemporary society, explore these 'big problems,' from a variety of perspectives and consider a range of possible solutions. Specifically, this module draws on Warwick’s world leading research to deliver subject and analytical knowledge, as well as research and communication skills, to equip students with a multi-disciplinary toolkit for positive participation in the creation of more sustainable food systems. The module examines the relationship between Food and different interpretations of Sustainability, using theories and methods from the sciences, social sciences and humanities

International

This is an optional core module on the Global Sustainable Development course which offers a unique trans-disciplinary and international learning experience that allows students to achieve breadth and depth of knowledge. The module aims to equip students with the ability to evaluate contrasting responses proposed by societies across the world to problems created by a need to feed the planet.

Subject specific skills

Ability to:
critically assess and analyse sustainability issues that need to be addressed, including real-life examples
use and apply established frameworks and methodologies for analysing the impact(s) of a behaviour or process
generate and evaluate different models of sustainable development to assess their likely impact
actively implement or contribute to changes that promote sustainable development within the scope of own learning experience
engage with real-life problems relevant to sustainable development
use historical knowledge and an understanding of the consequences of past actions to envision how futures may be shaped
identify the importance of empowering individuals and organisations to work together to create new knowledge
employ leadership for sustainable development by challenging assumptions and negotiating alternatives to unsustainable current practices
identify the opportunities to support and develop a progressive and resilient culture that encourages citizens, professions and institutions to put learning into practice

Transferable skills

Sustainability: understand and explain consequences of the Climate Emergency
Professionalism: Planning and organising
Information Literacy: Independent and rigorous research and analysis
Problem Solving: Issue identification and proposing responses
Communication: Designing mixed media Visual Campaign for change and advocacy
Ethical Values: Reflect on personal behaviours viz sustainability