Institutional Dining Rooms: Food Ideologies and the Making of a Person

Forero, Oscar A.; Ellis, Katie; Metcalfe, Alan; Brown, Rebecca

doi:10.1057/9780230244795_13

Cited by 3 publications

(2 citation statements)

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“…Andersen et al (2017) has divided research on how teachers handle school meals into two positions: the discipline position, which focuses on the meal situation as an instrument for social control and discipline; and the dialogue position, framing the meals as a time to talk with the children. In a UK study of school meals, for example, Forero, Ellis, Metcalfe, and Brown (2009) found that teachers viewed the pupils' lunch time as free from adult monitoring. Andersen et al (2017) concluded that although the dialogue position has been given attention recently, the general focus is on discipline, where most of the teachers' interactions with pupils deals with rule-setting and maintaining order.…”

Section: Introductionmentioning

confidence: 99%

Between good intentions and practical constraints: Swedish teachers’ perceptions of school lunch

Berggren

Olsson

Rönnlund

et al. 2020

Cambridge Journal of Education

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In Sweden, pupils eat tax-funded school lunches, often in the company of teachers. This article focuses on Swedish compulsory school grade (ages 7-15) teachers' (n = 823) perceptions of the school lunch in terms of intentions and daily practice. Analysis was based on written answers for an open-ended question that was part of a questionnaire focusing on teachers' attitudes towards school lunch as a pedagogical activity. It was found that participating teachers saw the potential of the school lunch, placing emphasis on the social interaction that takes place in the school restaurant and the possibility of meeting pupils in a more informal setting. However, a key outcome was teachers' depictions of the struggle between ideals and reality with the effect that teachers were not always provided with favourable conditions for school lunch interactions. It is important to address this in order to improve mealtime practices and the experience of school lunch.

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Section: Introductionmentioning

confidence: 99%

Between good intentions and practical constraints: Swedish teachers’ perceptions of school lunch

Berggren

Olsson

Rönnlund

et al. 2020

Cambridge Journal of Education

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“…8Lunch is offered in the AUGB premises every Wednesday and many of the so-called ‘first generation’ Ukrainians attend. Wednesday's lunch as an intergenerational form of communication is discussed elsewhere (Forero, Ellis et al , 2009). …”

Section: Notesmentioning

confidence: 99%

The Reproduction of ‘Cultural Taste’ Amongst the Ukrainian Diaspora in Bradford, England

Forero

Smith²

2010

The Sociological Review

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This paper refers to research with Ukrainian families in Bradford that was conducted in an attempt to investigate the transmission of values, with particular reference to food. Here we report on how this research led us towards a better understanding of how cultural 'taste' evolves between generations. The paper thus draws upon three studies undertaken in the 1980s, 1990s and more recently between 2005 and 2008 with those who identify themselves with the Ukrainian communities in the city. The fi rst two studies used oral history to collect life stories, while the more recent research used a range of anthropological methods. We have sought to draw in particular on, and combine theoretical insights from, Bourdieu and Passeron's work on 'habitus' (1979) and Mannheim's concept of 'generational style ' (1997). By combining the earlier testimonies with more recent data, we conclude that each generation has developed its own distinctive projects and styles as it has negotiated its historical times. In arriving at this conclusion we want to suggest that while the infl uences of technology and media are infl uential in transforming 'taste', and foodways in particular, the generational projects and their food ideologies were the main determinant factor shaping the foodways of the Ukrainian diaspora.

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Ernährungsbildung in der Schulverpflegung – Herausforderungen und Chancen aus fachdidaktischer Sicht

Bender¹

2020

HiBiFo

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Mit Einführung der Ganztagsschule in Deutschland verschwimmen die Grenzen zwischen formaler, non-formaler und informeller Bildung; dies zeigt sich u. a. in der Schulverpflegung. Die Fachdidaktik „Ernährung & Konsum“ ist folglich angefragt, inwieweit sie die Schulverpflegung als Möglichkeit der Ernährungsbildung, auch im Sinne einer Esskulturbildung, untersucht und konzipiert. Der Beitrag zeigt hier sowohl grundsätzliche Überlegungen als auch beispielhafte Anregungen auf.

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Institutional Dining Rooms: Food Ideologies and the Making of a Person

Cited by 3 publications

References 0 publications

Between good intentions and practical constraints: Swedish teachers’ perceptions of school lunch

Between good intentions and practical constraints: Swedish teachers’ perceptions of school lunch

The Reproduction of ‘Cultural Taste’ Amongst the Ukrainian Diaspora in Bradford, England

Ernährungsbildung in der Schulverpflegung – Herausforderungen und Chancen aus fachdidaktischer Sicht

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