Att lära sig bry sig om de nära - och de långt borta

Hjälmeskog, Karin

doi:10.48059/uod.v15i1.814

Cited by 4 publications

(6 citation statements)

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“…This has been addressed by Noddings (2001) who introduced the concept ‘ethics of care’ in educational settings. The concept has further been criticized and developed in many other contexts, such as in the context of education for sustainable development in home and consumer studies by Hjälmeskog (2006) who implores us to learn to care about those close to us—and those far away. In this case, one can either care for or care about something/someone.…”

Section: Discussionmentioning

confidence: 99%

“…The difference between care for and care about is that care for is defined as a face-to-face situation in which one person cares in a direct position to the cared for. Care about is when a person cares about something without a meeting taking place (Hjälmeskog, 2006). In relation to the present study, it could be argued that the first theme involves the first form of caring, caring for, in that it concerns the people and resources close to us, those who we meet face-to-face.…”

Section: Discussionmentioning

confidence: 99%

“…However, the proposal was not adopted in the revision of N.Curr–11. The dismissal of this proposal was discussed by Hjälmeskog (2006), who argues that it was a welcome but not an unproblematic proposal. She contends that the suggestion of making home and consumer studies bearing the main responsibility of education for sustainable development implies a major challenge for schools, since it would bring about a whole new way of thinking about and valuing home-related knowledge (Hjälmeskog, 2006, p. 61).…”

Section: Discussionmentioning

confidence: 99%

“…The dismissal of this proposal was discussed by Hjälmeskog (2006), who argues that it was a welcome but not an unproblematic proposal. She contends that the suggestion of making home and consumer studies bearing the main responsibility of education for sustainable development implies a major challenge for schools, since it would bring about a whole new way of thinking about and valuing home-related knowledge (Hjälmeskog, 2006, p. 61). She suggests that ascribing home and consumer studies, the primary responsibility of education for sustainable development would also require profound changes in the number of hours for the subject, clearer descriptions of the curriculum, revision of syllabuses and financial reinforcements for teacher training, facilities and equipment.…”

Section: Discussionmentioning

confidence: 99%

See 3 more Smart Citations

Food in Relation to Sustainable Development Expressed in Swedish Syllabuses of Home and Consumer Studies: At Present and Past

Gisslevik

Wernersson

Åberg

et al. 2016

Journal of Education for Sustainable Development

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Little is known what the term sustainable development entails in relation to the school subject of home and consumer studies and the subject's knowledge area of food. The aim is to illustrate how food is expressed in national syllabuses of home and consumer studies at present and in the past, and its operationalization into sustainable development. Using qualitative content analysis, the results show three themes: (a) maintenance of the family and household, (b) maintenance of the earth's resources and (c) maintenance of the future generations. The first theme is characterized by concrete tangible judgements based on experiences of family members and is predominant in earlier syllabuses. The second and third themes are predominant in later syllabuses and show a movement into complex and abstract contemplations of global ecological, social and economic conditions for the purchase of food. The presentation of food in relation to sustainable development has changed over the years, consequently demonstrating the didactic challenge of home and consumer studies.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

Food in Relation to Sustainable Development Expressed in Swedish Syllabuses of Home and Consumer Studies: At Present and Past

Gisslevik

Wernersson

Åberg

et al. 2016

Journal of Education for Sustainable Development

View full text Add to dashboard Cite

show abstract

“…Min tolkning är att det epistemologiska antagandet som finns underliggande i denna diskussion handlar om att kunskap och subjektet, som bärare av kunskap, idealt sett bör vara åtskilda. Utbildning som berör den privata sfären utmanar idéer om hur lång räckvidd utbildning bör ha (Hjälmeskog 2006). När utbildning som påverkar studenternas sätt att leva och att bära kunskap upplevs som problematisk blottar det ett ideal om utbildning som inte i grunden förändrar den som utbildas.…”

Section: Utbildningens Räckvidd På Gränsen Mellan Förändring Och Stat...unclassified

Den okroppsliga kunskapssynens politik

Sjögren

2017

TGV

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This article explores the relation between politics and epistemology in Swedish higher education by focusing on the notion of ”sustainable development”. As a concept that relates to environmental change, sustainable development addresses the link between the personal and the global level. The article discusses why university teachers regard sustainable development as a problematic notion in higher education practices. The aim of the article is to conduct a feminist analysis of the contemporary relation between epistemology and politics in Swedish higher education. Two epistemological notions rooted in feminist epistemological theory are used throughout the analysis: “situated knowledges” (Haraway 2008) and “transcorporeality” (Alaimo 2010). Empirically, the article draws on examples from focus group discussions with teachers at eight Swedish universities. Two balancing acts are identified in the discussions: one is about the role of the teaching body at the border between the private and the public, and the other is about the reach of education at the border between a request for change and status quo. I argue that environmental issues become problematic to handle in educational practices because 1) they transgress the boundaries between the private and public sphere and 2) they challenge understandings of what legitimate knowledge is. Furthermore, these problems relate to contemporary understandings of environmental problems as “post-political” (Mouffe 2008). In conclusion, I suggest that it is only by “staying with the trouble” (Haraway 2008), and by formulating positions that are situated and transcorporeal, that we can attend to a more inclusive understanding of knowledge in higher education.

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Food and nutrition education in Australian primary schools: Parents' perspectives on why, when and how

et al. 2022

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We examined Australian parents' opinions of primary school food and nutrition education (FNE) via a crosssectional survey that collected quantitative and qualitative data. Most parents agreed that primary schools should teach FNE, starting at either the first or the second year of primary school and delivered weekly or fortnightly for approximately 1-2 h. The majority of parents believed that FNE could be incorporated into several school subjects. Many believed that FNE should be taught to ensure equity and to promote healthy eating among children. Consideration of parents' opinions about school FNE programmes could help design and deliver more effective FNE programmes.

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Att lära sig bry sig om de nära - och de långt borta

Cited by 4 publications

References 0 publications

Food in Relation to Sustainable Development Expressed in Swedish Syllabuses of Home and Consumer Studies: At Present and Past

Food in Relation to Sustainable Development Expressed in Swedish Syllabuses of Home and Consumer Studies: At Present and Past

Den okroppsliga kunskapssynens politik

Food and nutrition education in Australian primary schools: Parents' perspectives on why, when and how

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