"Eating at Us": Representations of Knowledge in the Activist Documentary Film "Food, Inc."

Autor/inn/en	Flowers, Rick; Swan, Elaine
Titel	"Eating at Us": Representations of Knowledge in the Activist Documentary Film "Food, Inc."
Quelle	In: Studies in the Education of Adults, 43 (2011) 2, S.234-250 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-0830
Schlagwörter	Stellungnahme; Social Change; Documentaries; Activism; Films; Eating Habits; Knowledge Level; Social Influences; Cultural Influences; Food; Adult Education + Suchen Sie Ihr Suchwort? Sozialer Wandel; Documentary film; Documentary films; Dokumentarfilm; Aktivismus; Politischer Protest; Film; Ernährungsgewohnheit; Essgewohnheit; Wissensbasis; Sozialer Einfluss; Cultural influence; Kultureinfluss; Lebensmittel; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung
Abstract	Writing on social movement learning and environmental adult education invokes particular views on knowledge that need further examination and development in relation to food social movements. Although food social movements take different forms, the paper argues that the politics of food knowledge is at the centre of many of these movements. Contributing to the discourse of social movement learning, this article focuses on the film "Food, Inc.", an important activist resource and documentary film about a particular food movement. We analyse how it legitimates certain forms of knowledge about food production and consumption and de-legitimates others. Whilst a useful case study on knowledge and film activism in itself, the article seeks to challenge what it sees as some key tenets about knowledge in social movement learning literature. One key tenet is that it is self-evident whose interests are served by "ordinary people's knowledge" and "scientific knowledge." Instead, it is argued that when it comes to collective action for food there is ambiguity, messiness and contestation about what constitutes knowledge and, in particular, anti-capitalist knowledge. But realisation of such ambiguity, messiness and contestation should not lead to paralysed inaction, but to informed and nuanced action. A question then for social movement learning practitioners is how they can mobilise social change through a broader sense of knowledge and its effects. (As Provided).
Anmerkungen	National Institute of Adult Continuing Education. Renaissance House, 20 Princess Road West, Leicester, LE1 6TP, UK. Tel: +44-1162-044200; Fax: +44-1162-044262; e-mail: enquiries@niace.org.uk; Web site: http://www.niace.org.uk/publications/academic-journals/studies#
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10