DOI
10.1080/03098265.2014.900744

Summary
This study involves the presentation and discussion of food mapping (FM) as a theory and practice method for furthering our understanding of modern food systems. Wight & Killham  set out by introducing the topical issues surrounding food production and consumption. The implications from modern societies disconnection from food production has multiple effects on our health, economic and ecological well-being. First, many developed countries are dealing with high obesity rates and other health issues. Second, globalisation of food supply negatively effects farmers. Thirdly, ecological degradation as a result of modern farming methods and higher intensity rates. The authors then go on to describe the foundations of food mapping. There is no set way to conduct a FM exercise but rather allows the facilitator to adapt his/her context for the task at hand. The first and foremost step of FM is creating a food lens questionnaire. The food lens is designed to encourage participants to think in terms of the multiple processes that make a food system function.

The FM process includes a 60-90 minute activity with small group teams (2-4). Participants are encouraged to approach food workers and managers alike to ask them questions. A FM data collection sheet example is presented in figure 1. Further guidance is given for participants in the following steps:

(1) Remind participants they represent a group and should be on their best behaviour.

(2) When conversing with the public, they should be open and honest about what is going on, and distribute information sheets as needed.
(3) Participants should pay attention to the passage of time and return when instructed.

(4) If they meet any resistance, simply make a note and go to the next location.

(5) When taking pictures with people, use the photo release form.  

A follow up discussion is facilitated for participant groups to share their experiences and mapmaking products.

Participant feedback from six separate exercises were compiled and the findings pointed towards an increased level of critical thinking about food systems, creating maps and the effect of geography in shaping lives.  

Relevance for Complex Systems Knowledge
The relevance of this study to complex systems knowledge lies with its discussion and promotion of community FM method for teaching food system consciousness.

This study is concerned with a FM exercise which promotes the development of complex systems thinking through a participatory and interdisciplinary approach. The use of the food lens questionnaire, which sets out to encourage participants to think broadly about food production and consumption, could be considered as a highly valuable resource for the teaching of this or a similar context. The questions presented in this paper are as follows:

(1)  Where was this food grown?

(2)  How far has it travelled to get to me, and which energy sources were used?

(3)  Which food items are the most popular and make the most money for the

producer or retailer?

(4)  What are the main ingredients in most of the foods?

(5)  What are the health benefits or implications associated with consumption?

(6)  Does this food contain genetically modified organisms?

(7)  Was this food grown using organic or conventional agricultural methods, and

were chemicals, hormones, or antibiotics used to produce it?

(8)  How much are the workers paid who grew, harvested, processed, and sold this

food?

(9)  What messages does the food space convey?




The final results depicted an enhancement of critical thinking about food systems, mapmaking and the power of geography in shaping lives.

Point of Strength
This paper draws learnings and conclusions from FM exercises with reference to the exercise being a participatory, interdisciplinary pedagogical approach to learning about modern food systems.

The example of the food lens questionnaire mentioned above could be replicated in the context of food mapping or as Wight & Killham mention, the process can be adapted for various FM exercise and could likely be adapted for the systems mapping if other fields of study for teaching.

Wight & Killham conclude that ‘as a field based, learner-centred activity, FM is a novel pedagogy for teaching about critical geography’. This presents the case for these methods and their application to a similar project involving community mapmaking in this study context or in another.