The food system now occupies a prominent place in planning, and food systems pedagogical practice embraces virtually every planning subdiscipline, mirroring the central, and ever differentiating, role of food in society. This article tracks changes in food system pedagogical practices. We provide an analysis of prevailing themes in the pedagogical methods used in food systems classes, and why these particular strategies are suited to food planning education. Our conclusion examines other research opportunities in food system pedagogy and describes the need for research and practice on the career trajectories of food planning professionals.
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