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Wever (2015) puts forward the hypothesis that we can “read the world while eating”. In this approach, agrifood issues are conceived as food literacy issues that the author conceptualizes as a set composed of the three knowledge domains identified by Habermas: empirical and analytical knowledge and skills, historical and hermeneutic knowledge and skills, and critical and emancipatory knowledge and skills. This author also proposes the development of a food literacy that goes beyond the consumerist approach (the ability of individuals to understand the origin and production of food and the application of this knowledge to make choices) towards a critical literacy aimed at unveiling the hidden power structures in food systems (Yamashita and Robinson 2016). This food literacy provides the foundation for a political literacy whereby people can exercise power to unlock and reshape the existing food system. According to this kind of literacy approach, food appears to be more than a “compilation of vitamins and nutrients; it is physical and social, personal and political, and inanimate yet animating entity” (Freedman 2011, p. 81).