Pupils’ Participation in and Response to Sustainable Food Education in Swedish Home and Consumer Studies: A Case-Study

Gisslevik, Emmalee; Wernersson, Inga; Larsson, Christel

doi:10.1080/00313831.2017.1415965

Cited by 14 publications

(6 citation statements)

References 24 publications

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“…The present paper is a part of a wider project exploring the implementation and implications of incorporating a SD perspective in Swedish HE mission with an intention of generating a pertinent hypotheses and propositions for further inquiries. The overall project involves analysing data from syllabus documents [36], observations [33], recordings of in-class lessons [52], and interviews with practicing teachers. In this paper, the focus is on influencing factors as perceived by practicing teachers, in which in-depth interviews with a limited number of experienced teachers were deployed to contribute to such a hypothesis.…”

Section: Introductionmentioning

confidence: 99%

Home Economics Teachers’ Perceptions of Facilitating and Inhibiting Factors When Teaching Sustainable Food Consumption

2018

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Abstract:The aim of the present study is to explore experienced home economics (HE) teachers' perceptions of the influencing factors that condition their teaching opportunities regarding the revised mission to implement sustainable development (SD) in food-related education. Five purposefully selected HE teachers participated in individual, semi-structured, in-depth interviews. The recorded interviews were transcribed verbatim and analysed using qualitative thematic analysis. The results show a shared view of in the importance of educating the next generation of sustainable food consumers. Teachers returned to specific influencing factors that conditioned their opportunities to implement a perspective of SD in HE food education. This generated four themes: (1) Unscheduled foodwork in preparing sustainable food education, (2) opportunities to link everyday food choices with larger food system issues, (3) access to sustainable supportive food products and materials, and (4) a school environment in support of food-related teaching. The teachers outlined a number of local and national factors perceived to inhibit access to facilitators and expressed a concern for pupils' opportunities for quality assurance and goal achievement. The suggested influencing factors could serve as propositions for further investigations in the continued work of both resource reinforcements as well as of developing a SD perspective in food-related HE education.

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Section: Introductionmentioning

confidence: 99%

Home Economics Teachers’ Perceptions of Facilitating and Inhibiting Factors When Teaching Sustainable Food Consumption

2018

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“…The development of sustainable eating habits, those which align with nutritional recommendations promoting public health, can be supported with the help of well‐planned and well‐contextualized food education. Such an example, in line with systematic food education, can potentially support learners to understand the effects of their food choices and activities on their own or others' well‐being (see Gisslevik et al, 2019 ; Janhonen et al, 2016 ). ‘Understanding the effects’ is a key phrase here.…”

Section: What Is Food‐related Learning and Food Education?mentioning

confidence: 99%

Harnessing the untapped potential of food education in schools: Nurturing the school subject Food and Health

Bjørkkjær

Palojoki

Beinert

2023

Maternal & Child Nutrition

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Essential life skills related to food and meals have a potential triple dividend for children and adolescents, that is, short‐term, medium‐term and possible generational effects with regard to public health, sustainability and well‐being of future citizens in local communities. While parents and childhood environments are a basis for learning about food and meals, systematic food education in the setting of primary and lower secondary schools may have a significant role that should be utilized more strongly, reaching and benefitting all pupils from a life course perspective. Through this article, we explore the current state of the art of the mandatory school subject Food and Health (FH) from the Nordic perspective. Our leading questions are: (1) What potential is currently utilized and which future potential does FH education have in primary and secondary schools in terms of food education for essential life skills and competencies, and (2) How can this untapped potential be better harnessed with a goal of facilitating better learning in FH? Drawing on data from Norway as a case study, supported by Swedish and Finnish data, we discuss the status, challenges and potential reformation of food education, focusing on FH. This includes perspectives on the prioritization of the FH subject and the organization of more systematic food education in schools, which might improve FH's status and significance. Combining theory–practice, creating room for discussion and focusing less on cooking‐related activities may better facilitate learning in FH. Without proper FH, food education might be nonsystematic, thereby generating unequal outcomes for children and adolescents.

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“…Dewhurst & Pendergast, 2011;Øvrebø, 2015;Erjavšek, Lovšin Kozina & Kostanjevec, 2020). Kestävyyttä tarkasteleva tutkimussuunta on keskittynyt opettajien asenteisiin ja oppiaineen sisällöllisiin painotuksiin (Haapala, Biggs, Cederberg & Kosonen, 2014;Autio, Kortesalmi, Ranta, Sekki & Kylkilahti, 2021), oppilaiden käytännön ruuanvalmistuksen ekologisiin kokeiluihin, kuten kasvisten lisääminen ruokavalioon (Gisslevik, Wernersson & Larsson, 2019) sekä opettajien näkemyksiin ruokahävikin vähentämisestä (Elorinne ym., 2020).…”

Section: Johdantounclassified

Perusopetuksen opettajat ruokakasvattajina – kohti kestävää ruokakäyttäytymistä edistäviä opetusmenetelmiä

Pollari

Hokkanen

Eronen

et al. 2022

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Kestävän ruokakasvatuksen tavoitteena on oppijoiden ruokakäyttäytymisen muutos kestävän kehityksen eri osa-alueilla. Tutkimustietoa siitä, millaisia menetelmiä opettajat käyttävät perusopetuksen ruokakasvatuksessa on niukasti. Tutkimuksessa tarkastellaan perusopetuksen opettajien ruokaan ja ruokahävikkiin liittyviä asenteita ja opettajien käyttämiä kestävän ruokakasvatuksen opetusmenetelmiä, oppimisympäristöjä ja oppimateriaaleja. Tutkimusaineisto kerättiin sähköisellä kyselylomakkeella (n = 52). Tuloksien mukaan opettajat hyödyntävät monia opettajalähtöisiä ja vain muutamia oppijakeskeisiä opetusmenetelmiä. Opettajan laaja-alaisen ruokaan ja ruokahävikkiin liittyvän vastuullisuuden havaittiin olevan positiivisessa yhteydessä useampien oppijakeskeisten menetelmien käyttöön. Muihin opettajiin verrattuna kotitalousopettajat hyödynsivät ruokakasvatuksessa merkitsevästi useammin kotia, yritysten verkkosivuja, sosiaalisen median kanavia ja verkossa olevia pelejä ja testejä. Tutkimuksen johtopäätös on, että oppijakeskeisten menetelmien ja erilaisten oppimisympäristöjen hyödyntämistä tulisi lisätä, jotta siirtymä kohti kestävää ruokakäyttäytymisistä saavutetaan. Finnish schoolteachers as food educators – towards teaching methods promoting sustainable food behavior Abstract Sustainable food education seeks to improve learners' food behaviors across diverse sustainable development areas. Yet research of sustainable education methods remains scarce. This research explores Finnish comprehensive (home economics, biology, geography and classroom teachers) schoolteachers' pedagogical practices (teaching methods, learning environments and learning materials) in food education and attitudes towards food and food waste. The data stems from a convenience-sampled e-survey (n = 52). The results suggest that the responding teachers used more teacher-oriented than learner-centric teaching methods. The teachers' wide range responsibility for food and food waste correlated significantly with using learner-centric methods. Among all teachers, the most used learning environment was the school classroom. Compared to the other teachers, home economics teachers used significantly more students' homes, corporate websites, social media channels and online games in their teaching. The study argues for increasing different learner-centered methods and learning environments in order to help transition learners towards more sustainable food behaviors. Keywords: basic education, food education, home economics, teaching and learning methods, sustainability education

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Pupils’ Participation in and Response to Sustainable Food Education in Swedish Home and Consumer Studies: A Case-Study

Cited by 14 publications

References 24 publications

Home Economics Teachers’ Perceptions of Facilitating and Inhibiting Factors When Teaching Sustainable Food Consumption

Home Economics Teachers’ Perceptions of Facilitating and Inhibiting Factors When Teaching Sustainable Food Consumption

Harnessing the untapped potential of food education in schools: Nurturing the school subject Food and Health

Perusopetuksen opettajat ruokakasvattajina – kohti kestävää ruokakäyttäytymistä edistäviä opetusmenetelmiä

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