City Research Online

Abstract

Recently, there has been an intensification of calls for comprehensive food education curriculum in schools. Despite this, there is limited international comparative data on the provision of food education. This study uses a comparative case study approach to analyse second-level food education curriculum policy across seven countries. It explores curriculum policy regarding the status of food education, nomenclature and the pedagogical and philosophical approaches. In six of the seven countries, Home Economics is identified as the school subject which teaches practical food education. Coherence in the discourse and pedagogical approaches is evident; however, disparity between countries exists as to whether the subject is optional or mandatory. The authors conclude that food education should form part of the curriculum, but rather than a piecemeal approach, they recommend it be taught, by specialist teachers, in an integrated, sequential and developmentally appropriate manner through an established subject such as Home Economics.

Publication Type:	Article
Additional Information:	This is an Accepted Manuscript of an article published by Taylor & Francis Group in Cambridge Journal of Education on 27/12/2019, available online: https://doi.org/10.1080/0305764X.2019.1694641
Publisher Keywords:	Food education, curriculum, home economics, food literacy, cooking skills
Subjects:	L Education > LB Theory and practice of education R Medicine > RA Public aspects of medicine T Technology > TX Home economics
Departments:	School of Health & Psychological Sciences > Healthcare Services Research & Management School of Health & Psychological Sciences > Healthcare Services Research & Management > Food Policy
SWORD Depositor:	Symplectic Administrator

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