Taste, education, and commensality in Copenhagen food schools

Hansen, Mette Weinreich; Hansen, Stine Rosenlund; Dal, Johan Kristensen; Kristensen, Niels Heine

doi:10.1080/07409710.2020.1783817

Cited by 2 publications

(2 citation statements)

References 19 publications

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“…There have been a number of studies on commensality within the school setting, however, these have concentrated on school lunch provision and not the pedagogical Food Education curriculum. Anderson (2015) compares school lunchtime interactions when sharing meals, whilst Hansen et al (2020) and Hart (2016) analysed the socializing aspect of commensality during the lunch break.…”

Section: Commensalitymentioning

confidence: 99%

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Food Education in schools: why do some headteachers make this a priority?

ORourke¹

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This thesis concerns the reasons why some primary school headteachers in England include Food Education so prominently in their school’s pedagogical curriculum. School leaders are seen as the ‘architects’ of transforming the food culture within a school setting. The current inclusion of Food Education in the English National Curriculum focuses on teaching children about how food choices can have a positive impact on their own physical health and well-being. My study investigates if there are other reasons why a set of recognised leaders in Food Education include this learning focus in their school’s curriculum despite the fact that this is not an area for which they are held accountable. This qualitative research study is based on semi-structured interviews with ten primary school headteachers in England. The responses from the face-to-face semi-structured interviews with the headteachers are submitted to Reflective Thematic Analysis which leads to two contributions to the literature, summarised below. The theoretical framework takes a social constructionist approach, focusing on the interpretation of the school leaders’ views, experiences and practices of including Food Education into their school’s curriculum. My findings reveal that the headteachers who do include Food Education in their school’s pedagogical curriculum do not use it solely to support the healthy eating agenda. By shaping the school ethos and culture through the communication of their personal and professional values and vision, they are also able to extend the wider benefits of Food Education to positively influence other aspects of the school and the wider community. Their use of the ‘pedagogical curriculum’ as a stimulus has enabled them to enact what I call ‘pedagogical commensality’ which supports school connectedness and has the potential to have wide ranging benefits to both the children's academic and health outcomes and the wider community. Recommendations relate to government policy on incorporating learning about food in its broader context into the English National Curriculum. By including the social, cultural, political, environmental, aesthetic and sustainable benefits of food, schools could provide learning opportunities that extend beyond the narrow bio-pedagogical focus that Food Education currently occupies and could support key areas such as community cohesion, personal values development and inclusion. This has implications for the professional development of school leaders and the inclusion of Food Education curriculum in Initial Teacher Training programmes. This thesis claims new knowledge in relation to how Food Education can be used as an embodiment of the headteacher’s values-based leadership approach; and how ‘pedagogical commensality’ can be used as a tool to support the personal and social development of the children and the school community.

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Section: Commensalitymentioning

confidence: 99%

“…Although there are numerous studies that focus on school lunches and commensality (Andersen et al, 2015;Berggren et al, 2020;Hansen et al, 2020;Lalli, 2017;Pike, 2010b) there are very few studies that focus on 'pedagogical commensality'.…”

Section: Pedagogical Commensalitymentioning

confidence: 99%

Food Education in schools: why do some headteachers make this a priority?

ORourke¹

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Kommunale Unternehmen der Ernährungswirtschaft – Konzeptionelle Grundlagen am Beispiel des Geschäftsmodells einer Kommunalen Ernährungsmeisterei

Sipple,

Ritter,

Schanz

2024

Stadtforschung Aktuell

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ZusammenfassungKommunale Unternehmen der Ernährungswirtschaft stellen ein wirksames Instrument zur Sicherung der kommunalen Daseinsvorsorge im Ernährungsbereich und zur Stärkung einer nachhaltigen lokalen Ernährungswirtschaft dar. Der vorliegende Beitrag entwickelt auf Basis der wenigen vorhandenen Beispiele sowie konzeptioneller Überlegungen zentrale Anforderungen an ein illustratives Geschäftsmodell für ein solches kommunales Unternehmen. Neben dem operativen Zweck tragen kommunale Unternehmen der Ernährungswirtschaft zu einer längerfristigen Verstetigung ernährungsrelevanter Themen in Kommunalverwaltung und nachhaltiger Stadtentwicklung bei. Dies zeigt sich auch anhand der Modellierung lokaler Ernährungssysteme (Sipple und Schanz 2023). Der vorliegende Beitrag liefert konzeptionelle Grundlagen für ein illustratives Geschäftsmodell eines kommunalen Unternehmens der Ernährungswirtschaft am Beispiel einer Kommunalen Ernährungsmeisterei.

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Taste, education, and commensality in Copenhagen food schools

Cited by 2 publications

References 19 publications

Food Education in schools: why do some headteachers make this a priority?

Food Education in schools: why do some headteachers make this a priority?

Kommunale Unternehmen der Ernährungswirtschaft – Konzeptionelle Grundlagen am Beispiel des Geschäftsmodells einer Kommunalen Ernährungsmeisterei

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