Staff at Department of Food and Resource Economics – University of Copenhagen

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Contrasting approaches to food education and school meals

Publication: Research - peer-reviewJournal article

This study builds on a fieldwork in a Danish school class, where pupils were observed while preparing and eating school meals. It shows that the children encounter conflicting approaches to food education depending on the context. While eating, an authoritarian approach to food education dominates and food is ascribed instrumental value. While preparing the school meal, a democratic approach dominates and food is ascribed intrinsic value. The aim is to show how these conflicting approaches reflect not only different social and cultural expectations to eating and preparing meals, respectively, but also a conflict between food educational ideals and actual school meal practices. To illustrate this an analytic model is introduced, the Integrated Food Pedagogy Model, and the ways in which this model could help promote better food education among schoolchildren are discussed.
Original languageEnglish
JournalFood, Culture and Society
Number of pages21
ISSN1552-8014
DOIs
StateE-pub ahead of print - 5 Sep 2017

ID: 167934008