Learning space for food: exploring three Home Economics classrooms

Höijer, Karin; Fjellström, Christina; Hjälmeskog, Karin

doi:10.1080/14681366.2013.809374

Cited by 8 publications

(5 citation statements)

References 22 publications

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“…Children's lived experiences of everyday practices in different places and situated phenomena is a central theme in children's geographies and childhood studies, not least children's experiences and processing of social identity in relation to school (Holloway and Valentine 2000;Valentine 2000;Ellis 2005;Horton and Kraftl 2006;Collins and Coleman 2008). Researchers who have studied school from a socio-spatial perspective have highlighted both formal and informal spaces within school, for example, the classroom (McGregor 2004;Höijer, Fjellström, and Hjälmeskog 2013) and the outdoor spaces (Thomson 2005;Gustafsson 2009;Rönnlund 2015). Studies that have directed interest towards the socio-spatial relations of the school lunch have highlighted the interconnectedness between people, environment and food (see e.g.…”

Section: Introductionmentioning

confidence: 99%

The lived experiences of school lunch: an empathy-based study with children in Sweden

Berggren

Olsson

Talvia

et al. 2019

Children's Geographies

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School lunch is in general regulated through policies and agendas constituted by the perspectives of adults. In this article, we focus on children's lived experiences of school lunch with a special emphasis on emotions and how they relate to social and physical dimensions. This study draws on empathy-based stories written by 10-11 year olds (n = 171) from schools in Sweden. We identified three themes: Interaction and exposure, Routines and restrictions and Food and eating. The children's lived experiences of school lunch and the emotions attached to them are closely associated and intertwined with the socio-spatial dimension of school lunch. A pleasant meal experience seems to require harmonization between the physical and social space whilst negative experiences contain tensions between them, something that actors working with school lunch and school lunch environments should take in consideration when resourcing, planning and scheduling school lunch, and also when designing new school restaurants. ARTICLE HISTORY

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Section: Introductionmentioning

confidence: 99%

The lived experiences of school lunch: an empathy-based study with children in Sweden

Berggren

Olsson

Talvia

et al. 2019

Children's Geographies

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“…The factors influencing pupils learning opportunities in Swedish HE have previously been interlinked to the access of appropriately equipped facilities and kitchen units, formally qualified HE teachers, manageable class sizes (<16 pupils), and sufficient lesson duration ( 120 min) [39][40][41][42]. Prior studies have shown that these factors vary across the country and are not adhered to in a number of Swedish schools [40,[43][44][45].…”

Section: Introductionmentioning

confidence: 99%

Home Economics Teachers’ Perceptions of Facilitating and Inhibiting Factors When Teaching Sustainable Food Consumption

2018

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Abstract:The aim of the present study is to explore experienced home economics (HE) teachers' perceptions of the influencing factors that condition their teaching opportunities regarding the revised mission to implement sustainable development (SD) in food-related education. Five purposefully selected HE teachers participated in individual, semi-structured, in-depth interviews. The recorded interviews were transcribed verbatim and analysed using qualitative thematic analysis. The results show a shared view of in the importance of educating the next generation of sustainable food consumers. Teachers returned to specific influencing factors that conditioned their opportunities to implement a perspective of SD in HE food education. This generated four themes: (1) Unscheduled foodwork in preparing sustainable food education, (2) opportunities to link everyday food choices with larger food system issues, (3) access to sustainable supportive food products and materials, and (4) a school environment in support of food-related teaching. The teachers outlined a number of local and national factors perceived to inhibit access to facilitators and expressed a concern for pupils' opportunities for quality assurance and goal achievement. The suggested influencing factors could serve as propositions for further investigations in the continued work of both resource reinforcements as well as of developing a SD perspective in food-related HE education.

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“…In total, three schools with five classes and 37 students participated during 16 observed lessons (see Table ). The classroom settings included are those that are typical classrooms for teaching in HE (Höijer, Fjellström, & Hjälmeskog, ), with kitchen units for the students to work at, a dining area, a teacher's desk, freezers, fridges and other storage areas.…”

Section: Methodsmentioning

confidence: 99%

Knowing how to use and understand recipes: What arithmetical understanding is needed when students with mild intellectual disabilities use recipes in practical cooking lessons in Home Economics?

Granberg

Brante

Olsson

et al. 2017

Int J Consumer Studies

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The aim of this study was to explore what arithmetical understanding is needed when students with mild intellectual disabilities use recipes during practical cooking lessons in Home Economics.The settings were compulsory schools in Sweden attended by students with intellectual disabilities. Sixteen lessons in Home Economics during which cooking took place were observed. In total, 37 students and three teachers participated. All students had a mild intellectual disability. Their ages varied, but most were between 13 and 14 years old. The sociocultural perspective on learning, combined with a literacy framework, was used as a theoretical foundation for the study. Main findings are that students need an arithmetical understanding of (i) how to interpret numbers, (ii) how to interpret and use units, and (iii) how to compute when using recipes. The knowledge and skills needed to be able to use a recipe are featured in the concept recipe literacy, capturing both theoretical, declarative knowledge and the more practical, procedural knowledge. Recipe literacy can be used to theorize the use of recipes when learning to cook, as in Home Economics. K E Y W O R D Scooking, home economics, learning, literacy, recipes, socio-cultural theory of learning

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Learning space for food: exploring three Home Economics classrooms

Cited by 8 publications

References 22 publications

The lived experiences of school lunch: an empathy-based study with children in Sweden

The lived experiences of school lunch: an empathy-based study with children in Sweden

Home Economics Teachers’ Perceptions of Facilitating and Inhibiting Factors When Teaching Sustainable Food Consumption

Knowing how to use and understand recipes: What arithmetical understanding is needed when students with mild intellectual disabilities use recipes in practical cooking lessons in Home Economics?

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