Food Education: From Normative Models to Promoting Agency

Janhonen, Kristiina; Mäkelä, Johanna; Palojoki, Päivi

doi:10.1057/978-1-137-53904-5_6

Cited by 8 publications

(6 citation statements)

References 34 publications

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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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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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“…In Finland, home and school have traditionally played strong roles in the learning of knowledge and skills about food (Janhonen, 2016, pp. 114–115).…”

Section: Learning Food-related Knowledge and Skillsmentioning

confidence: 99%

Youth Centres as Foodscapes and Informal Learning Environments in Finland

Kauppinen

Kiilakoski

Palojoki

2021

YOUNG

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Although not adequately studied in the research on youth work, food is and has been an integral element of youth centres. This article examines what characterizes youth centres as foodscapes and explores which aspects of youth centres support the food-related learning of young people. We merge the traditions of youth work research, food education and learning. The data of the study consist of two rounds of focus group interviews ( N = 14) conducted with young people aged 13 to 17. The data are qualitatively analysed using the five aspects meal model, which was developed to analyse foodscapes. The results of this study suggest that when youth centres, as foodscapes, are based on the active participation of young people and offer them opportunities to have an influence on the activities and work with peers, it is easier for young people to be inspired and learn.

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“…These students both understand and appreciate cultural, social and everyday meanings related to food. Generally, such students have a holistic view of food systems, and apply food related knowledge in their every-day life (Janhonen, M‰kel‰, & Palojoki, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…The basic curriculum further stresses increased cooperation on food education among different subject teachers and other school actors, such as school catering and health care employees, parents and other food-related stakeholders in society (Finnish National Agency for Education, 2014). This cooperation is important, as the food environment becomes increasingly complex, compromising individual and community food choices (Janhonen, M‰kel‰, & Palojoki, 2016;Jallinoja, Jauho, & Pˆyry, 2019).…”

Section: Introductionmentioning

confidence: 99%

Investigating Home Economics Teachersí Food Waste Practices and Attitudes

Elorinne

Eronen²,

Pollari

et al. 2020

Journal of Teacher Education for Sustainability

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Although studies highlight the role of education in sustainable Food Waste (FW) behaviors, few studies examine basic education pedagogies concerning FW. The present research explores Finnish comprehensive schoolteachersí food and FW attitudes, personal FW practices, and FW pedagogy - educational approach, learning environment, classroom actions, and learning materials. Principal Component Analysis and Spearman correlation analyses of data from a convenience-sampled survey examined FW attitude and practice connections. Respondents (n=52), mostly females (85 %) and Home Economics teachers (62 %), reported two main attitudinal components. Wide Range Responsibility (WRR) represented holistic, global, and communal FW perspectives, while Restricted Responsibility (RR) represented individual and hedonistic FW views. WRR together with school related environmental activities correlated significantly with teacher pedagogical practices to enhance pupilsí ability to recognize factors influencing their FW practices. As personal attitudes may carry into teachersí pedagogical practices, future research should examine teachersí personal values and their consistency with basic curriculum values.

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Food Education: From Normative Models to Promoting Agency

Cited by 8 publications

References 34 publications

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

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

Youth Centres as Foodscapes and Informal Learning Environments in Finland

Investigating Home Economics Teachersí Food Waste Practices and Attitudes

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