An Experiment in Changing Ourselves and the World Through Pedagogy

In this paper, we explore how pedagogy conveys values and enacts ideologies, influencing what can be known, what is inherently cast as ir/relevant, and who is deemed a credible knowledge-bearer, by reflecting on a pedagogical intervention with a facilitator (Lucy) and two learners (Alison and Leo). The paper focuses on how teaching style can expose shortcomings in dominant conceptualizations of nutrition and health and knowledge-creation processes to catalyze new, liberatory understandings. We suggest that even a one-off 60-minute intervention using a liberatory pedagogy can have a meaningful impact on what is known and that this disruption can have, as here, an enduring impact. Findings are broadly relevant across (and beyond) nutrition and dietetics teaching, research, practice, activism and policy