ABSTRACT
Food systems have been of interest to U.S. planning academics and planning students since the 1990s and more recently to U.S. planning practitioners. A 2015 survey of university-based planning programs in the U.S. provided us with an in-depth knowledge of the state of pedagogy of food systems planning courses in the U.S., however, this was not matched with a similar understanding around the globe. By analyzing the course syllabi of food systems planning courses we find those teaching food system planning across the globe use a range of pedagogical approaches including lectures, tutorials, discussions, and multi-media. Most tend not to incorporate a community project or student reflections. International work will be advanced by clarifying: concepts and categories common to food system practices; content, pedagogy and human/ecological problems to be addressed; and the potential for food system teaching to foster consciousness of community.
