‘Food with a purpose’– Home Economics teachers' construction of food and home

Höijer, Karin; Hjälmeskog, Karin; Fjellström, Christina

doi:10.1111/j.1470-6431.2011.01014.x

Cited by 35 publications

(29 citation statements)

References 17 publications

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“…This may have negatively impacted the nutritional quality of participants' diets as well as the ability to gain hands-on experience in food preparation with family members. These results are consistent with existing research that links a decrease in home-based food and nutrition mentoring with current and subsequent generations becoming increasingly "de-skilled" regarding food preparation and planning, making them dependent on mass-produced convenience foods (Beagan, Chapman, D'Sylva, & Bassett, 2008;Höijer, Hjälmeskog, & Fjellström, 2011;Larson, Perry, Story, & Neumark-Sztainer, 2006;Vidgen & Gallegos, 2011;. This has been shown to be even more concerning in vulnerable youth, as shown by Desjardins and Hailburton (2013).…”

Section: Discussionsupporting

confidence: 89%

Challenges to acquiring and utilizing food literacy: Perceptions of young Canadian adults

Colatruglio

Slater

2016

CanFoodStudies

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The purpose of this qualitative, grounded theory study was to explore the concept of food literacy from the perspective of young Canadian adults who recently transitioned to independent living. Seventeen individual, in-depth interviews were conducted with Canadian university students from this target group. Results suggest that young adults face significant challenges with regard to healthy eating as well as acquiring and using food literacy. The three main reasons for these challenges were: a lack of food and nutrition education prior to independent living throughout home and school environments; time-constraints; and complex food relationships. This study will add to the existing body of literature by exploring the food experiences of young adults and the concept of food literacy from their perspectives, thereby strengthening theoretical foundations.

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Section: Discussionsupporting

confidence: 89%

Challenges to acquiring and utilizing food literacy: Perceptions of young Canadian adults

Colatruglio

Slater

2016

CanFoodStudies

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“…There is also concern that there is less home‐based food and nutrition mentoring occurring, rendering current and subsequent generations increasingly dependent on mass‐produced convenience and fast foods (Larson et al ., ; Beagan et al ., ; Fulkerson et al ., . Höijer et al ., ). These trends have been speculated to be linked with serious public health issues, most notably, unprecedented adult and child obesity, and extremely high rates of nutrition‐related chronic diseases (Swinburn et al ., ; Roberts et al ., ; Statistics Canada, ).…”

Section: Introductionmentioning

confidence: 97%

Is cooking dead? The state of Home Economics Food and Nutrition education in a Canadian province

Slater

2013

Int J Consumer Studies

117

135

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High population rates of obesity and nutrition‐related chronic diseases warrant an examination of the role of food and nutrition education in health promotion. Using a mixed‐methods approach, this study explored student enrolment trends in, and perceptions of, Home Economics Food and Nutrition education in a Canadian province. Enrolment in Home Economics Food and Nutrition courses for grades 7–12 was examined from 2000 to 2010 using administrative data. Perceptions of Home Economics Food and Nutrition education by home economics teachers and superintendents were investigated through in‐depth interviews using a grounded theory approach. Results revealed that, although enrolment, including boys, increased slightly over the study period, the majority of children do not take Home Economics Food and Nutrition classes. Further, enrolment decreased significantly from grades 7 (45.77%) to 12 (7.61%). Home Economics Food and Nutrition education faces significant challenges to its future viability. These include: many school administrators, non‐home economics teachers and some parents do not value Home Economics Food and Nutrition education; Home Economics Food and Nutrition education is seen as less valuable than math and science for future career planning; outdated curriculum and teaching infrastructure; reduced numbers of new home economics teachers; decreasing student food knowledge and skills; and changing social norms regarding food and eating (increased use of convenience foods across population groups, a youth ‘fast food culture’ and fewer family meals). Results also indicated that Home Economics Food and Nutrition education is seen as critically important for youth, given that one third of Canadian children are now overweight or obese, fast and highly processed foods make up an increasing proportion of Canadians' diets, and there are increasing dilemmas being faced with food production and food safety. These results signal a growing tension between societal trends towards technological solutions in education and everyday living, and the growing acknowledgement of the externalities associated with these trends including poor health and environmental impacts. Consequently, evidence‐based food and nutrition education that is relevant for today's food environment and busy lifestyles is warranted to improve the health of current and future generations. This should be based on a comprehensive food and nutrition framework including functional, interactive and critical ‘food literacy’. Policy measures are urgently required to ensure all youth have access to food literacy education.

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“…Given that food safety knowledge and practices of consumers in general are often inadequate and inconsistent (Milton and Mullan, 2010;Patil et al, 2005), the danger of youth inadvertently learning unsafe practices exists. Fortunately, a food-based school curriculum can offset food handling deficiencies learned elsewhere (Höijer et al, 2011), further supporting the argument for food safety education in school settings.…”

Section: Discussionmentioning

confidence: 80%

Over-confident and under-competent: exploring the importance of food safety education specific to high school students

Diplock¹,

Jones‐Bitton²,

Leatherdale³

et al. 2017

Environ. Health Rev.

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Abstract:The objective of this study was to explore age-specific reasons why food safety education might be important for high school students (in Ontario, Canada), from a variety of expert perspectives. In May 2014, semi-structured key informant interviews (n = 20) were conducted with food safety and youth education experts. A thematic analysis of verbatim transcripts of the interviews was conducted. Participants identified three major reasons why food safety is important for high school students: (i) they have current and personal needs for food safety information, (ii) high school is an ideal time and place to instill life-long good habits, and (iii) they are part of the foodborne illness risk landscape. Food safety education was deemed important for high school students, who were seen as a unique and captive audience in need of safe food handling skills, now and in the future, for a variety of reasons: potential employment advantages, improved food literacy, combating their sense of "invincibility, " and helping instill essential life skills that they may not get elsewhere. These results confirm the importance of food safety education for high school students and highlight the need to determine age-appropriate interventions and methods to engage high school students and improve their safe food handling practices.

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‘Food with a purpose’– Home Economics teachers' construction of food and home

Cited by 35 publications

References 17 publications

Challenges to acquiring and utilizing food literacy: Perceptions of young Canadian adults

Challenges to acquiring and utilizing food literacy: Perceptions of young Canadian adults

Is cooking dead? The state of Home Economics Food and Nutrition education in a Canadian province

Over-confident and under-competent: exploring the importance of food safety education specific to high school students

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