Abstract
Combining food pedagogies, which examine how power, authority, and expertise are intertwined with gender, race, politics, and class (Alvarez, 2017; Flowers & Swan, 2018; Julier, 2019; Zeide, 2023), this article explores using empathy to teach students how to create accessible, digital foodways research projects and explicates how students reacted to a pedagogical approach that encouraged guided self-teaching (Lawrence, 2022) and asked them to “reimagine what it means to program and write code” (Quigley, 2022). Students took an inclusive design approach (Horton & Quesenbery, 2013) and applied design thinking (Tham, 2021) to use GitHub Codespaces to learn basic HTML, build websites, and create food texts as they considered what it means to write in a digital environment.