Contrasting approaches to food education and school meals

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Contrasting approaches to food education and school meals. / Andersen, Sidse Schoubye; Baarts, Charlotte; Holm, Lotte.

In: Food, Culture and Society, Vol. 20, No. 4, 2017, p. 609-629.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Andersen, SS, Baarts, C & Holm, L 2017, 'Contrasting approaches to food education and school meals', Food, Culture and Society, vol. 20, no. 4, pp. 609-629. https://doi.org/10.1080/15528014.2017.1357948

APA

Andersen, S. S., Baarts, C., & Holm, L. (2017). Contrasting approaches to food education and school meals. Food, Culture and Society, 20(4), 609-629. https://doi.org/10.1080/15528014.2017.1357948

Vancouver

Andersen SS, Baarts C, Holm L. Contrasting approaches to food education and school meals. Food, Culture and Society. 2017;20(4):609-629. https://doi.org/10.1080/15528014.2017.1357948

Author

Andersen, Sidse Schoubye ; Baarts, Charlotte ; Holm, Lotte. / Contrasting approaches to food education and school meals. In: Food, Culture and Society. 2017 ; Vol. 20, No. 4. pp. 609-629.

Bibtex

@article{e1977be2bae743d5a10509e902c96135,
title = "Contrasting approaches to food education and school meals",
abstract = "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.",
author = "Andersen, {Sidse Schoubye} and Charlotte Baarts and Lotte Holm",
year = "2017",
doi = "10.1080/15528014.2017.1357948",
language = "English",
volume = "20",
pages = "609--629",
journal = "Food, Culture & Society: An International Journal of Multidisciplinary Research",
issn = "1552-8014",
publisher = "Taylor & Francis Online",
number = "4",

}

RIS

TY - JOUR

T1 - Contrasting approaches to food education and school meals

AU - Andersen, Sidse Schoubye

AU - Baarts, Charlotte

AU - Holm, Lotte

PY - 2017

Y1 - 2017

N2 - 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.

AB - 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.

U2 - 10.1080/15528014.2017.1357948

DO - 10.1080/15528014.2017.1357948

M3 - Journal article

VL - 20

SP - 609

EP - 629

JO - Food, Culture & Society: An International Journal of Multidisciplinary Research

JF - Food, Culture & Society: An International Journal of Multidisciplinary Research

SN - 1552-8014

IS - 4

ER -

ID: 167934008