ABSTRACT
This chapter provides an overview of the concept of ‘eco-literacy’ within the literature and its position within debates on facilitating greater ecological awareness and understanding of the environment, with a considered focus on food consumption. Initially, environmental education is interrogated as to its perceived failure in generating behaviours for sustainability given that it is entangled with neo-liberal, managerial, and industrialised processes of capitalist means of production, in the same manner as our global food chains. This entanglement results in epistemological blind spots regarding environmental and social degradation associated with such pathways. A food eco-literacy is presented as a way to overcome these issues when its focus is drawn out of a critical pedagogy and transformative learning models, as well as the adoption of holistic experiential and embodied encounters of food, with special relevance given to humans-as-growers/plants-as-food interactions.
