96486 - Sociology of Food Consumption

Learning outcomes

At the end of the course the student possesses the sociological conceptual frameworks to understand the consumption system as a device for social communication and not only as an economic sector. In fact, foodstuffs constitute a relational symbolic system, anchored to meanings of a socio-cultural nature, through which people's daily lives are organized. In particular, the student, at the end of the course, possesses the theoretical and methodological tools to understand how consumption in the food and wine sector and the practices connected to it, through the phenomenon of mediatisation, branding, as well as creativity, are affected by the processes of globalization, individualization and by forms of responsibility.

Course contents

The course is structured in a first part dedicated to the presentation of the theoretical frameworks of reference for the study of consumption. Within this framework, the perspectives useful for understanding the specific practices of food consumption and its social elements, the transformations of the phenomenon of consumption in relation to the processes of globalization, individualization and responsibility are explored.

A second part is dedicated to an in-depth study of topics of current relevance. Space will therefore be given to a critical reflection on the relationship between consumption and the development and local development, between consumption and social and environmental sustainability. Within this perspective, particular attention will be paid to the processes of appropriation and consumer creativity, to the relationship between producers and consumers in terms of shared social responsibility and to social innovation practices.

Readings/Bibliography

Mandatory for attending and non attending students:

1) Degli Esposti P., Riva C., Setiffi F. (2022), Sociologia dei consumi, UTET, Milano (no the paragraphs: 3.4 of chapter 3; 5.5., 5.6, 5.7 of chapter 5).

2) Meglio L. (2017) Sociologia del cibo e dell’alimentazione, FrancoAngeli, Milano (no chapter 8).

3) ppt material uploaded by the lecturer for support and integration.

Two articles/chapters chosen from the following list made available in Virtual platform - LearningEnvironment (N.B. the list may undergo variations. In any case, further references, also in english, will be provided during the lessons).

· Bartoletti R., Paltrinieri R., Parmiggiani P., Pratiche di consumo alimentare attraverso la pandemia, in Pratiche di consumo alla prova del Covid-19, FrancoAngeli, Milano 2022, Open access disponibile su https://www.francoangeli.it/Libro/Pratiche-di-consumo-alla-prova-del-Covid-19?Id=28276

· Corvo P., Fontefrancesco M.F. (2021), Il cibo nel futuro. Produzione, consumo e società, Carocci, Roma. A scelta: capitolo 4 Matacena R., Martindale L. Beacham J., Alterità: reti alimentari alternative in Italia, Cina e Regno Unito, capitolo 8 Fontefrancesco M.F., Sagre, ovvero il futuro del cibo di territorio, in Corvo P., Fontefrancesco M.F. (2021), Il cibo nel futuro. Produzione, consumo e società, Carocci, Roma

· Dal Gobbo A., Forno F., Magnani N., Making “good food” more practicable? The reconfiguration of alternative food provisioning in the online world, Sustainable Production and Consumption Volume 29, January 2022, Pages 862-871.

· Forno F., Graziano (2016), Cibo, sostenibilità e territorio. Dai sistemi di approvvigionamento alternativi ai food policy councils, Rivista di Geografia Italiana, n.123

· Paltrinieri R., Parmiggiani P. (2018) Pratiche riduzione dello spreco alimentare e inclusione sociale, FrancoAngeli, Milano. A scelta: capitolo 3. Il recupero e la distribuzione di prodotti invenduti e/o scartati: cinque casi studio a confronto; capitolo 4. Lotta allo spreco alimentare nei circuiti di approvvigionamento alternativi.

· Sassatelli R., Graziano P.R. (2016), Il consumo critico. Una relazione solidale tra chi acquista e chi produce. Società editrice Il Mulino, Bologna. A scelta: Capitolo 4, Agire localmente. Pensare globalmente; Capitolo 5 Sistemi locali alternative; Capitolo 6 Una resistenza radicale.

· Spillare S., Sviluppo del comparto biologico ed evoluzione della sua cultura di consumo: un approccio socioculturale al consumer engagement, in Il ritorno dei luoghi. Place of origin, marche locali, consumer engagement: nuove mappe per creare valore, Pisa, Edizioni ETS, 2020, pp. 81 - 98.

· Spillare S. (2019), Cultura della responsabilità e sviluppo locale. La società globale e le comunità responsabili del turismo e del cibo, FrancoAngeli, Milano, capitolo 4 Le comunità responsabili del cibo.

· Zocchi D.M., Fontefrancesco M.F., Corvo P., Pieroni A., Recognising, Safeguarding, and Promoting Food Heritage: Challenges and Prospects for the Future of Sustainable Food Systems, Sustainability 2021, 13.

Teaching methods

Students will be invited to active and critical participation. The second module will have a seminar format, aimed at deepening certain themes, including by inviting experts and referents of significant experiences.

Assessment methods

Classroom discussions during the course (particularly during the second part) will provide an initial opportunity for evaluation.
The final examination consists of an oral exam on the texts and materials indicated in the bibliography. In addition to the two texts indicated in bibliography with the relative ppt material, the students will have to prepare two articles/chapters as a thematic in-depth study.

Assessment:

- It will produce excellent valuations: the ability to deepen and critically address the topics covered during the course and ability to put into connection with each other the main issues addressed in the course; the use of appropriate language with respect the specificity of the discipline.

- It will produce discrete valuations: mnemonic knowledge of contents and partial ability to link the themes covered; the use of appropriate language.

- It will produce sufficient valuations: a minimal body of knowledge on the topics covered; the use of inappropriate language.

- It will produce negative valuations: lack of guidance within the themes addressed in the exam readings and training gaps; the use of inappropriate language.

Teaching tools

The slides used in class will be made available to students through the Virtual platform - LearningEnvironment, as well as further useful contributions to the discussion of the topics addressed in the second part.

Office hours

See the website of Giulia Allegrini