Emerging from the thesis made in the last chapter that puts forward the argument to recognize knowledge systems and literacy practices Indigenous to this area, this chapter attempts to build on the ways in which a more structured and critically nuanced food literacy curriculum can be imagined and developed within the specific context of South Asia and the larger context of the Global South. Formal educational systems and structures have undergone constant changes to keep up with the demands of any given era. At the present time, digitality, neo-liberalization, and marketization are some of the dominant forces that shape educational experiences and the process of being educated. With the constant influx of digital resources, the resultant experiences of digitality, and the rise of academic capitalism, there is bound to be a significant change in the way formal education is conceptualized, structured, and experienced. Within such context and time, it becomes increasingly important to deliberate upon what lies ahead. This chapter, then, deliberates upon the way forward for food literacy, partly evidential and partly imagined—within and beyond curricular recommendations and pedagogical implications—from an educational paradigm to a mode of contestation.