Course Syllabus

Gardens of Culture: The Anthropology of Food Systems

ANTH 437 (3 credits), Winter Term 2, Academic Year 2022-23

Dr. Tracey Heatherington

Drop-in o ce hours on Zoom, TBA.
Email <tracey.heatherington@ubc.ca>

Land Acknowledgement
UBC’s Point Grey Campus is located on the traditional, ancestral,
occupied, and unceded territory of the xwməθkwəy̓əm (Musqueam)
people. I acknowledge the land rights of the Musqueam people, who
for millennia have passed their culture, history and traditions from one
generation to the next on this site.  

Information
This 3-credit course meets in person, Allard Hall 121, Tu-Th 3:30-5pm

Course Objectives
This course presents anthropological approaches to foodways and agricultural sustainability. It considers
how small-scale producers and their communities ful ll their basic needs, and how they relate to the
living world, including the plants and animals that are the sources of valued foods. It also undertakes the
critical analysis of food movements, food systems and the socio-economic contexts of food provisioning
and food production, particularly through ethnography.

Overview
From Indigenous Brazil, to the Phillippines, and rural Italy, the “nature” of food systems is mutually
engaged with culture. Anthropological insights show us that local foodways are holistically rooted in
histories of place, senses of identity and belonging, and social life. Every farm and household plot is a
garden of culture, producing not only the food that sustains our bodies, but also connections to family
and community, relationships with nature and climate, and particular understandings of the world. These
gardens of culture are deeply impacted by colonial relations, economies of scale, global transformations
and rapid environmental change, yet they are also keys to survival and sustainability. Learning to
understand the perspectives of food producers in their own terms—including Indigenous and rooted
knowledge systems, languages, local experiences, priorities and heartfelt commitments— is needed to
cultivate viable multispecies futures. Ethnographic methods generate grounded case studies that help us
in this task, considering not only di erent places and people, but also emerging values and movements
that bridge, network and connect across the broader scale.

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 Course Format
Classes are scheduled to meet face-to-face, Tues-Thurs afternoons Term I, Sep 06 to Dec 07, 2022. For
the most part, they will be a participatory seminar format, rather than lectures. Class activities will be
o ered in real time; hybrid options are not guaranteed. Course assessment will include oral
presentations in class, as well as written assignments. Group work is required; the development of
collaborative and communicative skills is considered basic to our learning goals. We will use a CANVAS
course site for provision of course materials (integrated with library reserves), as well as announcements
& assignments. You can also use CANVAS/Zoom to attend o ce hours. In the event of circumstances
necessitating a shift to online formats, you should be prepared to utilize Zoom.

Course Requirements
Third-year status or above is recommended; at least second-year status is required. Interdisciplinary
students are welcome. As an upper-level o ering in cultural anthropology, the course is designed to be
challenging. You are responsible to manage your time to complete independent work and study outside
of class. Be aware that the syllabus is reading intensive, and advanced English literacy is expected. You
may contact Dr. H. with any questions.

Learning Outcomes
By the end of the course, students will be able to:

1. Explain and communicate the methods and concepts associated with anthropological approaches
to food, agriculture and sustainability

2. Critically discuss relationships between culture, environment, economy and food systems

3. Analyze ethnographic case studies of food provisioning/production and food movements, with
particular attention to understanding the perspectives of food producers in their own terms

4. Design an ethnographic project that contributes to anthropological studies of culture, agriculture,

food and environment

Each sca olded component of assessed work contributes to the rst three outcomes, so that you can
improve analytical competencies over the course of the term. The fourth outcome is achieved with the
research project proposal. These learning outcomes build both a knowledge base and skills that you can
carry with you into graduate school and/or future careers.

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 Assessment, Evaluation, and Grading

Attendance
This course has a seminar format. Participation in class discussions—both active listening and
speaking— is encouraged to help you understand the course materials, and take joy in the subject. This
will hone your competence and con dence in “thinking on your feet”, a skill that will serve you well in the
future. Working through ideas and brainstorming together requires collaboration and teamwork, skills
that are highly valued in many careers. Please come to class on time and focused. Help create an
inclusive classroom by showing sensitivity and respect to both peers and teachers.

Consistent preparation and attendance are advised, even though they are not formally required.
Please note that this course is designed to be fully face-to-face, and you should avoid schedule
con icts. Even in the event that we are required to pivot online, we will nevertheless continue real-time
classes. Be aware, it is rude to be on the phone, social media, texting, email, or sur ng internet while in
class. During class, please forsake all digital distractions.

At the conclusion of term, the instructor may choose to award bonus points (up to 2pts = maximum 2%
of nal grade) in recognition of exceptional quality of class participation. This is determined at the sole
discretion of Dr. H., and reserved only for those who truly distinguish themselves. Regular attendance is
a baseline quali cation for consideration, however, attendance alone is not su cient; evidence of
consistent preparation, thoughtful & informed contributions to discussion, genuine engagement with
course materials, exceptional insight, and respectful / supportive interaction with classmates is required.

If you feel unwell, do not come to class; accommodations can be made for any components of
assessment you may miss as a result of unavoidable circumstances, and an e ort will be made to
support students a ected by pandemic or other health issues. Please send an email and consult Dr. H.
as soon as possible if you are going to miss a presentation. In general, it is appreciated if you let the
instructor know before class when you will miss a day.

Presentations
Class presentations analyzing a reading, with brief written summary submitted (10% x 2 = 20%)

You should volunteer twice to make a presentation on a reading to the rest of the class. You will work in
teams. Presentations will be just 15 minutes (shared) in total, in order to get our conversations started
about the readings. Each person should speak. All presenters must submit a 1-2pg written summary of
their own notes as well as discussion questions, the day before class.

Rubric Out of 10
Brief discussion of case study and argument presented, with comprehension
Oral and insight into the anthropological approach demonstrated by the author;
4
presentation include critical notes about the significance of the work and relevance to other
course materials, and how relevant analytical concepts might apply
Written summary of individual notes (1-2pp for each presenter) using complete
Written summary sentences, including page references and citation of all sources used; this is 4
due prior to class the day of presentation, and subject to late penalties
Submit a list of 2-3 questions each, to be discussed in small groups following
Discussion 2
the presentation. Presenters will lead the beginning of group debate

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Analytical Exercise
Short synthetic analysis (25%)

Based on readings up to week 4, please submit a 3-4pg paper (750-1000 words) in response to the
prompt TBA. See CANVAS for guidelines, citation format, and instructions to upload.

Rubric Out of 25
Respond to the question directly using assigned materials, and present a
Substantive reasonable, evidence-based argument
15
components Demonstrate thorough reading, comprehension and insight
Apply key concepts and comparative analysis
Follow assignment instructions.
Formal Express ideas in an organized way, clearly, concisely, and well.
10
components Cite all sources in anthropological format, with page numbers, and include full
bibliographic information.

Independent project
Research project proposal in sca olded stages, (55%)

You will have a chance to explore your individual interests in the course topic by developing a vision for
an ethnographic project that you could do. Your topic must be approved by Dr. H. at stage 1, with
feedback provided. You are encouraged to consult as you go along. If you wish to modify your project at
any point, please submit an updated concept paragraph for re-approval immediately. Learning to
develop your ideas through multiple stages will help you grasp the principles of ethnographic research
design, and the methods and strategies adopted by other anthropologists. By presenting your work and
engaging with peers around their own independent projects, you will learn about scholarship as a
collaborative enterprise.

Rubric Out of 55

Stage 1 Develop and submit a one-paragraph concept for an ethnographic project 5

Submit an preliminary bibliography of relevant scholarly sources, based on peer-
Stage 2-3 10
reviewed ethnographic research, and provide annotations on key sources
Outline a key question that arises from your examination of the sources you found, and
Stage 4 explain what research you would do to answer it. Present your ideas to the class (5-6 5
min), with just one slide, poster or 1pg handout to support your presentation.
Submit a thoughtful peer commentary (2-3 paragraphs) on another classmate’s project
Stage 5 idea, evaluating the strengths and potential of the project, as well as what it might 5
mean to relevant communities. You will be assigned which project to review.
Final project in lieu of exam (4pp), due December 12, 2022:
Working with the feedback given to you by classmates and the instructor, you should
compile, revise and submit a carefully edited statement (suitable for a graduate school
Stage 6 application) about what ethnographic research you would like to do, with details about 30
where, how, and why. What skills do you bring to the project, and what skills would you
need to learn in order to do it well? Why would it be valuable to the community where
you would carry out research?

Your independent projects should consider an ethnographic perspective, so you should draw on
anthropological sources. These academic journals are suggested for research: Food, Culture & Society;
Culture, Agriculture, Food and Environment; Gastronomica: The Journal of Critical Food Studies


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 Core Readings/Video (bolded text is used to indicate weekly assignments)

All the readings on the schedule are required, and should be completed prior to class. The
assigned reading load will be concentrated in the rst half of term, to gain understanding of the subject
matter and be able to focus on independent research in the second half. You are responsible to access
the readings directly from library reserve, and take your own notes.
Guntra A. Aistara 2018. Organic Sovereignties: Struggles Over Farming in an Age of Free Trade.
Seattle: University of Washington Press. [excerpt, pp. 1-89]

Stephen B. Brush 2004. Farmer’s Bounty: Locating Crop Diversity in the Contemporary World. New
Haven, NJ: Yale University Press. [excerpt, pp. 1-18]

Barbara Burstyn and Thomas Burstyn, Dirs, 2008. How to Save the World: One Man, One Cow, One
Planet. Cloud South Films. [Streaming video]

Carole Counihan 2019. Italian Food Activism in Urban Sardinia: Place, Taste and Community. London:
Bloomsbury Academic. [all]

Molly Doane (2015). “Working dreams: Organic farming in the midwest and Mexico” Environment and
Society (Blog), November 12, 2015. https://www.envirosociety.org

Cristina Grasseni, Dir. 1998. Those Who Don’t Work Don’t Make Love. Ethnographic Film, Granada
Center for Visual Anthropology. [Streaming video]

Bengt G. Karlsson and Annika Rabo, eds., 2021. Seedways: The Circulation, Control and Care of Plants
in a Warming World. Stockholm: Kungl. [excerpts] [open access download]

Virginia D. Nazarea, 2005. Heirloom Seeds and Their Keepers: Marginality and Memory in the
Conservation of Biological Diversity. Tucson, AZ: University of Arizona Press. [excerpt]

Virginia D. Nazarea, Robert E. Rhoades, and Jenna E. Andrews-Swann, eds., 2013. Seeds of
Resistance, Seeds of Hope: Place and Agency in the Conservation of Biodiversity. [excerpts]

Virginia D. Nazarea and Terese V. Gagnon, eds., 2021. Moveable Gardens: Itineraries and Sanctuaries of
Memory. Tucson, AZ: University of Arizona Press. [excerpts]

Virginia D. Nazarea and David Sutton 2022. “This Sweet Potato is Beautiful: From Ethnoagronomy to
Ethnogastronomy in the work of Virginia Nazarea” Interview. FoodAnthropology (Blog), March 28, 2022.
[Streaming video]

Sandy MacLeod, Dir. 2015. Seeds of Time. Hungry / Kino Lorber. [Streaming video]

Theresa L. Miller 2019. Plant Kin: A Multispecies Ethnography in Indigenous Brazil. Austin, TX: University
of Texas Press. [excerpts]

Andrew Ofstehage. 2020. “Farming”. In The Cambridge Encyclopedia of Anthropology, Felix Stein, ed.
Online resource [link].

Catherine Phillips 2016. Saving More than Seeds: Practices and Policies of Seed Saving. London:
Routledge.

Valeria Siniscalchi & Krista Harper, eds., 2019. Food Values in Europe. London: Bloomsbury Academic.
[excerpts]

Katharina Stie enhofer, Dir. 2017. From Seed to Seed. Bullfrog Films. [Streaming video]

Melinda A. Zeder. 2015. “Core questions in domestication research” PNAS 112 (11) 3191-3198 [link]

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 Revised Course Schedule, as of October 5

Wk Tuesday Thursday Assignments

1 Sept. 6, IMAGINE UBC (no class) Sept. 8, Farming pp. 1-21

Sept. 13, Plant Kin Sept. 15, Plant Kin

2 intro & ch 1 (pp. 1-47) ch 2 (pp. 48-89)
Sept. 22, domestication research +
Sept. 20, Seeds of Time (video)
3 Seedways pp. 53-72;
+ Seeds of Resistance pp. 196-213
Guest lecture by Dr. Camilla Speller

Sept. 27, Farmer’s Bounty pp. 1-18 Sept. 29, Seeds of Resistance
4 + Seeds of Resistance pp. 42-64 choose one: pp. 65-84, 107-114

Oct. 4, presentations continued Oct. 6, Moveable Gardens

5 Synthetic Analysis!!
Synthetic Analysis DUE pp.199-222

Oct. 13,
Oct. 11, Moveable Gardens
6 Those Who Don’t Work (video)
pp.85-110
Italian Food Activism pp.1-64

Oct. 18, Oct. 20, Research stage 1

7 Italian Food Activism pp. 65-99 Italian Food Activism pp. 101-138 Concept proposal

Oct. 24, Food Values Oct. 26, Heirloom Seeds pp. 3-28
8
pp.115-131 + 132-146 + This Sweet Potato (video)

Nov. 3, Working Dreams

Nov. 1, Moveable Gardens Research stage 2
9 Guest lecture on Zoom with Dr. Molly List of sources
pp. 19-46 + 173-198
Doane, University of Illinois Chicago

Research stage 3
10 Nov. 8, From Seed to Seed (video) Nov. 10, MIDTERM BREAK
Annotations

Research stage 4
11 Nov. 15, Research & Presentations Nov. 17, Research & Presentations
Presentations

Research stage 5
12 Nov. 22, Research & Presentations Nov. 24, Research & Presentations
Peer feedback

13 Nov. 29, Research & Presentations Dec. 1, Research & Presentations

Dec. 6, How to Save the World Research stage 6

14 Dec. 8, STUDY PERIOD
(video) Final project

15 PROJECTS DUE MONDAY DEC 12

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 Accommodations
Academic accommodations can be made to help you with a disability or ongoing medical condition so
that you can overcome challenges that may a ect your academic success. If you need academic
accommodations, you must register with the Centre for Accessibility (previously known as Access &
Diversity). The Centre will determine your eligibility for accommodations in accordance with Policy LR7:
Academic Accommodation for Students with Disabilities. Academic accommodations are not
determined by instructors, and we will not ask you about the nature of your disability or ongoing medical
condition, or request copies of disability documentation. However, we may consult with the Centre for
Accessibility, should the accommodations a ect the essential learning outcomes of a course. Please
present approved accommodations early in term, before assignments are due.

Academic Integrity
The academic enterprise is founded on honesty, civility, and integrity. As members of this enterprise, all
students are expected to know, understand, and follow the codes of conduct regarding academic
integrity. At the most basic level, this means submitting only original work done by you and
acknowledging all sources of information or ideas and attributing them to others as required. This also
means you should not cheat, copy, or mislead others about what is your work. Violations of academic
integrity (i.e., misconduct) lead to the breakdown of the academic enterprise, and therefore serious
consequences arise and harsh sanctions are imposed. For example, incidences of plagiarism or
cheating may result in a mark of zero on the assignment or exam and more serious consequences may
apply if the matter is referred to the President’s Advisory Committee on Student Discipline. Careful
records are kept in order to monitor and prevent recurrences. A more detailed description of academic
integrity, including the University’s policies and procedures, may be found in the UBC Calendar: Student
Conduct and Discipline.

Late Policies
Class presentations: Schedule permitting, a missed presentation in class may be rescheduled once in
consultation with the instructor; after that, it is considered missed work.
Written assignments: a write-up for the oral presentation or other written assignment may be accepted
up to ve days after the due date, with a late penalty of 1 point (=1% of the nal course grade) per day.
After that, you must request an academic concession.
The Stage Six Research Proposal in lieu of exam must be handed in on time—no lates accepted. You
should le for academic concession if you are unable to complete this work by the December due date.

Academic Concessions
If you miss marked coursework for the rst time (assignment, exam, presentation, participation in class)
and the course is still in-progress, speak with me immediately to nd a solution for your missed
coursework.

If this is not the rst time you have requested concession or if classes are over, you must ll out the Arts
Academic Advising’s online academic concession form immediately, so that an advisor can evaluate
your concession case.

If you are a student in a di erent Faculty, please consult your Faculty’s webpage on academic
concession, and then contact me if appropriate.

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