Critical Theory and Food Justice: The Theoretical Framework Guiding the Unit
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Unit Plan and Culminating Project
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Lesson Plans, Learning Experiences, and Resources
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Where to Start with 'Just Food?" - The Unit Roadmap
I have organized this unit plan into three main segments. First, I delineate the theoretical underpinnings guiding the unit. Second, I describe the unit plan and the culminating projects that allow students to engage in authentic endeavors to demonstrate their thinking and growth during the unit. Third, I include the universally designed lesson plans, list of learning experiences, and unit resources. Click on the photos above to jump to a specific segment, or click on the button below to read from the beginning.
I have organized this unit plan into three main segments. First, I delineate the theoretical underpinnings guiding the unit. Second, I describe the unit plan and the culminating projects that allow students to engage in authentic endeavors to demonstrate their thinking and growth during the unit. Third, I include the universally designed lesson plans, list of learning experiences, and unit resources. Click on the photos above to jump to a specific segment, or click on the button below to read from the beginning.
References
Apple, M. W. (2011). Democratic education in neoliberal and neoconservative times. International Studies in Sociology of Education, 21(1), 21-31.
Anyon, J. (1980). Social class and the hidden curriculum of work. Journal of Education, 162(1), 67-92.
Cho, S. (2010). Politics of critical pedagogy and new social movements. Educational Philosophy and Theory, 42(3), 310-325.
Freire, P. (2005). Chapter 2. In Pedagogy of the oppressed (71 - 86). (M. B. Ramos, Trans.). New York, NY: Continuum. (Original work published 1970).
Giroux, H. A., & Giroux, S. S. (2006). Challenging neoliberalism’s new world order: The promise of critical pedagogy. Cultural Studies Critical
Methodologies, 6(1), 21-32.
hooks, b. (1994). Embracing change. In Teaching to transgress (35-44). New York, NY: Routledge.
Loewen, J. W. (2007). What is the result of teaching history like this? In J. W. Loewen, Lies my teacher told me: Everything your American history textbook
got wrong (340-354). New York, NY: Simon & Schuster.
Morrell, E. (2002). Toward a critical pedagogy of popular culture: Literacy development among urban youth. Journal of Adolescent & Adult Literacy, 46(1),
72-77.
Apple, M. W. (2011). Democratic education in neoliberal and neoconservative times. International Studies in Sociology of Education, 21(1), 21-31.
Anyon, J. (1980). Social class and the hidden curriculum of work. Journal of Education, 162(1), 67-92.
Cho, S. (2010). Politics of critical pedagogy and new social movements. Educational Philosophy and Theory, 42(3), 310-325.
Freire, P. (2005). Chapter 2. In Pedagogy of the oppressed (71 - 86). (M. B. Ramos, Trans.). New York, NY: Continuum. (Original work published 1970).
Giroux, H. A., & Giroux, S. S. (2006). Challenging neoliberalism’s new world order: The promise of critical pedagogy. Cultural Studies Critical
Methodologies, 6(1), 21-32.
hooks, b. (1994). Embracing change. In Teaching to transgress (35-44). New York, NY: Routledge.
Loewen, J. W. (2007). What is the result of teaching history like this? In J. W. Loewen, Lies my teacher told me: Everything your American history textbook
got wrong (340-354). New York, NY: Simon & Schuster.
Morrell, E. (2002). Toward a critical pedagogy of popular culture: Literacy development among urban youth. Journal of Adolescent & Adult Literacy, 46(1),
72-77.