This volume explores concepts and theories of food literacy to understand the interdisciplinary paradigms, perspectives, and emerging discourses in and beyond formal educational contexts in the Global South, specifically South Asia. In doing so, this volume provides a comprehensive overview of existing literature on food literacy and the methodologies utilized to study the same across the Global North and South. Furthermore, this volume reports the findings of a primary research study conducted in the domain of curriculum analysis across school education boards of six South Asian countries, including Bangladesh, Bhutan, India, Nepal, and Sri Lanka. It also documents the teaching-learning experiences and perceptions of various stakeholders from select schools and regions in India. Besides highlighting the dynamic, contextual, and place-based nature of food literacies, the volume questions the autonomous nature of literacy studies, thereby promoting a less deterministic and more sustainable, inclusive, and discursive paradigm of food literacy/literacies.