Environmental factors of food literacy in Australian high schools: views of home economics teachers

Abstract

This study set out to examine environmental factors impacting on the food literacy of adolescents. It utilized data from a nation‐wide survey of home economics teachers regarding their experience of food literacy education in Australian high schools. Content analysis and the ANGELO framework were applied to analyse free‐text comments from 78 of the respondents that were collected as part of a more extensive data set. The analysis of environmental factors revealed three enablers and ten barriers that could influence food literacy education delivered by high schools in Australia. High schools are well positioned to improve adolescents’ food literacy through a comprehensive, hands‐on approach in home economics. However, many environmental barriers were reported that could influence food literacy education in Australian high schools such as: lack of teaching materials and facilities, and human resources; the perceived inadequacy of the Australian school curriculum; non‐supportive school canteens; and negative role modelling. This study points to the need to eliminate or reduce these environmental barriers impacting on the capacity for effective food literacy education in high schools to help adolescents increase their food literacy and thereby support them in making informed food choices.

Towards the Implementation of a Conceptual Framework of Food and Nutrition Literacy: Providing Healthy Eating for the Population

“…Moreover, they also addressed disadvantaged young individuals [37,56,61]. In line with the authors that focused on NL, these researchers which discussed FL considered some social factors that affected FL: socioeconomic level [3,38,56,57,62], education, and literacy [3,23,56,[62][63][64][65].…”

“…On the one hand, Ronto et al [62] indicated that the school curriculum could play a vital role in enhancing FL in adolescents. Furthermore, the authors of six papers emphasized the importance of teaching home economics [24,62,64,65], the vital role of academic food literacy programs [66], and the priority of school to impart food knowledge and competences [67]. On the other hand, Ronto et al [24,64,65] emphasized the economic and human resources necessary to impart such knowledge and competences to younger people.…”

“…Furthermore, the authors of six papers emphasized the importance of teaching home economics [24,62,64,65], the vital role of academic food literacy programs [66], and the priority of school to impart food knowledge and competences [67]. On the other hand, Ronto et al [24,64,65] emphasized the economic and human resources necessary to impart such knowledge and competences to younger people. On the other hand, Ronto et al focused also on the school organization considering the presence and characteristics of school canteens [24,65], school kitchens [24], and the adherence to the National Healthy School Canteen Guidelines [64].…”

Food literacy competencies: A conceptual framework for youth transitioning to adulthood

“…Finally, while not a limitation per se, it is important to see food literacy for what it is intended, i.e., a form of literacy : the outcome of educational goals intended to inform, develop personal skills and contribute to personal and community empowerment, and social change (Nutbeam, ). Where food literacy will fail as an emancipatory health promotion tool is when it is decontextualized from unjust societal processes such as social and health inequity, and unhealthy food environments (Ronto et al, ). As Doris Gillis states, valourizing food literacy as THE determinant of food choice separates people from their environments, and reinforces the ideology of individual responsibility for health behaviours, and therefore health outcomes (Gillis, , p. 94).…”

“…This is important to ensure that food literacy, as a critical heal promotion tool, is evidence-based and does not take on a "moralistic" dimension whereby it is imbued with inherent qualities that are not empirically supported (Bowen, Elliott, & Brenton, 2014;Coveney, Begley, & Gallegos, 2012 (Nutbeam, 2000). Where food literacy will fail as an emancipatory health promotion tool is when it is decontextualized from unjust societal processes such as social and health inequity, and unhealthy food environments (Ronto et al, 2017a). As Doris Gillis states, valourizing food literacy as THE determinant of food choice separates people from their environments, and reinforces the ideology of individual responsibility for health behaviours, and therefore health outcomes (Gillis, 2016, p. 94).…”