School of Languages and Linguistics - Research Publications
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ItemNo Preview AvailableThe production of autarkic subjectivities: Food discourse in Franco’s Spain (1939–59)(Bloomsbury Publishing, 2021-10-07)This chapter looks at the role played by food discourse in the production of autarkic subjectivities in Franco’s Spain (1939–59), in particular how it taught readers the ‘right’ approach to food in Spain’s post-war economy. If notions of self-sacrifice and a belief in Spain’s capacity to feed its own people were central to autarky, so too was a ‘taste’ for indigenous foodstuffs. Official food discourse produced readers or citizens with such tastes while also giving them a daily experience of themselves as autarkic subjectivities. Another way in which official discourse sustained autarky was through what I label ‘gastronomic patriotism’, or ‘gastronomic xenophobia’. Given that autarky was part of a broader desire to seal Spain off from outside influence, it follows that official food discourse produced a gastronomic map of Spain that was proudly free from external influence. This notion of Spanish food culture as pure or closed off from ‘corrupting’ foreign influence impacts not just on the contours of Spanish gastronomy, but also on individual subjectivity as Spaniards come to define themselves in these terms, too.
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ItemLanguages at Work: Defining the Place of Work-Integrated Learning in Language Studies(Springer, 2020)This chapter makes an argument for the place of Work-Integrated Learning (WIL) in tertiary language studies, with specific reference to the Spanish and German programs at the University of Melbourne. Incorporating WIL into our curricula has enabled us to connect students with local communities and cultural institutions, as well as provide them with work-relevant skills, in particular intercultural competence. Providing students with opportunities to develop work-relevant skills has seen us focus our energies not just on the more advanced-level language subjects where students are clearly suited to placements and internships, but also on beginner- and intermediate-level language subjects. An advantage of this whole-of-curriculum approach is that students understand the contemporary relevance of language study from the outset of their degree. Language study is often seen as something that adds value to another core degree and, as we incorporate WIL into our curriculum, it is our hope that we are able to articulate more clearly the value of language study to our diverse cohort of students.
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ItemThe language of food: carving out a place for food studies in language curricula(Springer Nature B.V., 2020)This chapter argues for the place of food studies in tertiary language studies programs. With a myriad of changes to education throughout the twentieth century, language study lost its eminent position as a gateway to higher learning, which means we are required to articulate our relevance to students and university governance. Food and food culture have great appeal amongst students and carving out a place for food studies in our language curricula allows us to generate a new interest amongst a changed student cohort. As well as providing students with an enriching way of learning about other cultures, the non-canonical and universal phenomenon of food or food discourse has the advantage of being immediately accessible to our students who all have their own experiences of food. The study of food also provides us with an opportunity to enhance students’ intercultural skills, which have increasing value in the global workplace. Understanding the multiple layers of meaning attached to food and food culture helps students to develop a sensitivity to the importance of the everyday in their interactions with other cultures. We will discuss this synergy between languages and food studies in the context of tertiary language studies in Spanish and Italian, detailing some of the initiatives in this area.