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	<title>progressive &#8211; Australian Journal of Adult Learning</title>
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		<title>Pedagogies of doing good: Problematisations, authorities, technologies and teleologies in food activism</title>
		<link>https://ajal.net.au/pedagogies-of-doing-good/</link>
		
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		<pubDate>Mon, 17 Dec 2012 00:31:47 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[adult education]]></category>
		<category><![CDATA[authorities]]></category>
		<category><![CDATA[behaviourist]]></category>
		<category><![CDATA[food activism]]></category>
		<category><![CDATA[food pedagogy]]></category>
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		<category><![CDATA[problematisations]]></category>
		<category><![CDATA[progressive]]></category>
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					<description><![CDATA[Author/s: Rick Flowers and Elaine Swan Edition: Volume 52, Number 3, November 2012 Summary: In this paper, we apply a framework from Nikolas Rose to analyse the politics of ‘doing good’ in food activist education, what we call food pedagogies. We argue that a detailed exploration of food pedagogies has been neglected in adult education &#8230; <p class="link-more"><a href="https://ajal.net.au/pedagogies-of-doing-good/" class="more-link">Continue reading<span class="screen-reader-text"> "Pedagogies of doing good: Problematisations, authorities, technologies and teleologies in food activism"</span></a></p>]]></description>
		
		
		
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