Food and the Expressive Culture of Death: Two Perspectives
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Abstract
This piece offers reflections, from the perspectives of a professor (Sheila Bock) and a student (Isaura Garcia), on the role that food played in facilitating teaching and learning in an undergraduate seminar on the “Expressive Culture of Death.” This was not a course about food or foodways, but rather a class where foodways served as a productive entry point into students’ understandings of how people create and communicate meaning about not only death, but also life in their social and cultural worlds. Highlighting the student perspective in the larger consideration of edible pedagogies offered by this special issue, we hope to make visible the ways in which student learning and engagement can both draw upon and extend beyond the carefully curated plans of the professor in wonderfully generative ways.
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