Grace Gloria Denis

Descriptif du projet mené par Grace Gloria Denis

STATEMENT 

Cartographies Culinaires implemented the notion of sensorial pedagogies as a framework for germinating an understanding of food systems amongst students through a series of interactive workshops. Focusing on agroecological practices, the curriculum engaged students in both theoretical and practical applications, catalysing a collective metabolisation of certain core principles of agroecology such as biodiversity and resilience. Weaving together various principles with correlating activities, Cartographies Culinaires propagated a learning environment that fostered a sense of intimacy with local food systems while igniting levels of eco-literacy within the students.

Conducted in a mixture of French and English, the workshops took place with the school Plan Dessus in Vevey during the spring of 2024. The classes of students, ranging in age from 14 to 18, were in part of Plan Dessus’ class of alphabetisation or class d’accueil.

The sessions were sculpted to directly reference specific principles of agroecology, allowing students to knit a link between the more theoretical introduction to the practice and encounter these principles through various activities that explored forms of embodied knowledge. For example, one activity incorporated solar cooking in the playground as a hands-on activity, enabling students to encounter concepts of efficiency and energy storage in a tangible manner. The pedagogical armature of the project drew reference to the thirteen principles of agroecology as advocated by more than 800 international organizations, which serve as a foundation for the transformation of food systems at both a global and local level. Through the incorporation of these principles, Cartographies Culinaires facilitated an environment conducive to the cultivation of eco-literacy amongst students. The curriculum was partly inspired by the acknowledgment that “crisis” etymologically derives from the Greek word for “decide,” aiming to catalyse a recognition of agency within the students and their role in shaping food systems.

Central to Cartographies Culinaires was the notion of sensorial pedagogies, building upon Denis’ previous research into sonic ecologies and the capacity of listening as a vector for what anthropologist Anna Tsing refers to as the arts of noticing. The curriculum was built upon prior work conducted as part of her series Aural Oral, investigating inherent ties between sensory perceptions and agricultural practice. Deviating from a concentration on sonic exercises as encountered primarily in previous research, the programme extended its sensorial axis to include activities exploring the haptic and gustative. Integrating the residues of this research into the project, the curriculum aimed to create a dynamic tapestry of knowledge with the students that braided together the propagation of sensory knowledge with agricultural practices. The emphasis on sensory engagement with the subject matter generated a bifurcation from more conventional forms of knowledge transmission,ultimately relying on linguistic systems, which aimed to facilitate accessibility for students whom were learning to read and write in French.

Cartographies Culinaires incorporated a global-local dynamic by including interventions from artists and educators based in Mexico who were part of the artist's network. This international perspective enriched the learning experience by exposing students to diverse cultural practices and perspectives related to food systems, encouraging a reflection upon foods' inherent connection to place.

Throughout the project, in subtle interwoven gestures, emphasis was placed on the idea that consumption was not merely an individual act but rather a collective phenomenon contributing to the shift of societal and ecological structures. By interacting with various facets of consumption and hands-on activities, students were encouraged to question dominant narratives, accelerated by the agri-food business and technoscientific fixes, while envisioning alternative pathways that prioritized ecological sustainability and social equity. Cartographies Culinaires adopted an iterative approach, with each workshop building upon the previous sessions. By acknowledging the innate agency of each student, Cartographies Culinaires aimed to recognize and cultivate their potential to instigate change.

SUMMARY OF SESSIONS

1ST SESSION

For the introductory session, the two classes met in the school kitchen together to focus on the agroecological principles of efficiency and resilience through the processing of seasonal ingredients. All ingredients were sourced from Praz Bonjour, an agroecological farm in neighboring Blonay that they will each visit later in the week. The students were organized into small groups, each focusing on a different ingredient which included elderflower, radishes, three varieties of mint, spring onions, and garlic. These ingredients were washed, processed, and preserved in glass receptacles in a session that focused on the efficiency of food preservation techniques and the introduction of seasonality. In the subsequent part of the class, the students made labels for the jars and bottles depicting their contents with images. In conjunction, they generated material for a cookbook which consisted of a series of drawings that recapitulates the various steps of processing each ingredient, rather than linguistic transcriptions, however, some students elected to write instructions.

2ND SESSION

For the second session of the program, ACC/6, the class d’accueil, had a field trip to the aforementioned farm, Praz Bonjour in which they had a guided tour by Antoine Meier and Pierre-Gilles Sthioul which explained their farming practices, the story of the farm, and a brief introduction to agroecology. Before arriving, I gave an introduction to organic farming and the difference between monoculture versus polyculture, followed by a brief discussion. The activity at Praz Bonjour consisted of generating seed bombs, which each student took home and was encouraged to plant them where which they could monitor what would transpire. The seeds were sourced by the farm and included the likes of comestible and non-comestible plants.

3RD SESSION

This activity, titled An Affective Map of Ingredients-Territories-Knowledge by Sofia Olascoaga, explored various forms of mapping. The activity various ingredients as a starting point to explore dynamic relationships with land, taste, embodied experience, social and affective connections, and rooted knowledge. Students were guided to unravel their personal connections to several ingredients through reflective questions, fostering familiarity and curiosity as sources of legitimate local knowledge. These reflections were presented in collective conversations, both spoken and drawn, to construct a complex web of interconnections. The activity included a sort of “market” installation in which a series of ingredients were placed for students to select from, choosing an ingredient that resonates with them and their recollections of home. This collective mapping aims to map the flow of ingredients, unraveling how ingredients are produced as well as moved, and their relationship to territory and cultural knowledge.

4TH SESSION

The fourth session of the programme replicated an activity conducted earlier in the week with the first class, featuring a field trip to the Praz Bonjour farm. During the visit, Antoine Meier and Pierre-Gilles Sthioul guided the students on a tour, sharing insights into their farming practices, the history of the farm, and the principles of agroecology. Prior to the trip, an introductory conversation

explained the basics of organic farming, highlighting the differences between monoculture and polyculture. At the farm, the activity involved creating seed bombs using seeds provided by the farm, including both edible and non-edible plants. Each student took home their seed bomb, with encouragement to plant and monitor its growth.

5TH SESSION

The class commenced with a hands-on experiment in solar cooking, where students prepared and baked cookies using solar ovens. This activity served not only to introduce the students to a sustainable cooking method but also to familiarise them with the recipe format as a modality for transmitting and preserving knowledge. While the cookies baked, the class engaged in supplementary activities that deepened their understanding of sustainability and agroecological principles such as the planting of seeds in pots they could elect to take home. The session concluded with the removal of the cookies from the solar ovens, providing a tangible outcome underscoring the practical application of solar cooking. This method was linked to agroecological principles through the demonstration of an environmentally sustainable approach to food preparation, minimizing reliance on conventional energy sources, and illustrating the integration of ecological mindfulness into everyday practices.

 6TH SESSION

The culminating session of the program brought together the two classes for a collaborative activity titled Bread Archeologies for the Future, led by Cocina Colaboratorio and inspired by their project Archivo Biocultural, which explores food heritage as a means of relating to landscapes. The session centered on the traditional practice of creating decorative bread sculptures using "dead dough, " a type of dough historically used for celebrations since the time of the Egyptians. Students engaged in an imaginative exercise, incorporating symbols representing fauna, flora, fungi, and tools provided by Mariana of Cocina Colaboratorio to create bread sculptures that reinterpreted traditions and reflected their contemporary relationship with the natural world. These sculptures were envisioned to be artifacts to convey the participants' food heritage and connection to the landscape into the future.

The session concluded with a collective tasting that featured the freshly baked bread and elderflower syrup, providing a convivial close to the program.

Sowing Diversity: Wild and Cultivated Plants in Agroecology

This activity introduces students to key agroecological principles by engaging them in creating and planting seed bombs. Agroecology emphasizes biodiversity, sustainable farming practices, and the integration of natural ecosystems within agriculture. Seed bombs, originally développe as a guerrilla gardening technique in the 1970s, and popularized by environmental activists like Liz Christy in New York City, as well as inspired by the practices of Japanese farmer and philosopher Masanobu Fukuoka, were used to reclaim neglected urban spaces by introducing vegetation in an efficient and low-maintenance modalities. Through the introduction of seed bombs, students learn about the benefits of polyculture, the role of wild and cultivated plants, and the importance of ecological balance in farming.

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GENERAL QUESTIONS