The last two chapters in this book have elaborately discussed the ways and extent to which food literacy is realized in the curriculum across various countries in South Asia and the way multiple stakeholders within the school education system perceive it in specific contexts. As seen from the learners’ accounts documented in the previous chapter and in congruence with most other forms of literacies, food literacy cannot be constrained within the domain of formal education. Since the family, community, and the larger socio-cultural context often shape the knowledge about food from an early age, it often contributes to both the perception and realization of food literacy practices. The first chapter already discusses how food literacy is a dynamic form of literacy encompassing various dimensions of being, such as psychological, socio-cultural, socio-political, and ecological, that shape one’s perception of food consumption. Taking this argument forward, this chapter will focus on how possibilities for developing food literacy arise beyond the formal spaces of school classrooms, how Indigenous practices and folk cultures, food movements at local, regional, and national levels, and media often become sources to instill literacies around and about food. In doing so, the chapter will argue for establishing the dimension of food literacies in contrast to food literacy, thereby marching toward a more pluralistic and heterogeneous understanding of food literacy/ies.