Food professionals’ opinions of the Food Studies curriculum in Australia

2017 ◽  
Vol 119 (12) ◽  
pp. 2945-2958 ◽  
Author(s):  
Janandani Nanayakkara ◽  
Claire Margerison ◽  
Anthony Worsley
Keyword(s):  
Secondary School ◽  
Food System ◽  
Food Studies ◽  
Literacy Education ◽  
Food History ◽  
Literacy Curriculum ◽  
School Food ◽  
Content Type ◽  
Food Literacy ◽  
New Curriculum

Purpose The purpose of this paper is to investigate the food system professionals’ opinions of a new senior secondary school food literacy curriculum named Victorian Certificate of Education Food Studies in Victoria, Australia. Design/methodology/approach A purposive sample of 34 food system professionals from different sub-sectors within the Australian food system was interviewed individually in late 2015 and early 2016. Interviews were analysed using the template analysis technique. Findings Most participants appreciated the extensive coverage of food literacy aspects in this new curriculum. However, many suggested amendments to the curriculum including pay less emphasis on food history-related topics and pay more focus on primary food production, nutrition awareness and promotion, and food security, food sovereignty, social justice, and food politics. Practical implications A well-structured, comprehensive secondary school food literacy curriculum could play a crucial role in providing food literacy education for adolescents. This will help them to establish healthy food patterns and become responsible food citizens. The findings of this study can be used to modify the new curriculum to make it a more comprehensive, logical, and feasible curriculum. Moreover, these findings could be used to inform the design of new secondary school food literacy curricula in Australia and other countries. Originality/value The exploration of perspectives of professionals from a broad range of food- and nutrition-related areas about school food literacy education makes this study unique. This study highlights the importance of food professionals’ opinions in secondary school food-related curricula development.

Teachers’ perspectives of a new food literacy curriculum in Australia

2018 ◽  
Vol 118 (1) ◽  
pp. 48-61 ◽  
Author(s):  
Janandani Nanayakkara ◽  
Claire Margerison ◽  
Anthony Worsley
Keyword(s):  
Secondary School ◽  
Food Studies ◽  
Literacy Curriculum ◽  
School Students ◽  
Content Type ◽  
Teachers Perceptions ◽  
Food Literacy ◽  
Future Design ◽  
New Curriculum ◽  
Barriers And Challenges

Purpose Implementation of a new food literacy curriculum provides multiple health and social benefits to school students. The success of any new curriculum execution is partly determined by teachers’ perceptions about the new curriculum contents, and barriers and challenges for its delivery. The purpose of this paper is to explore teachers’ views of a new food literacy curriculum named Victorian Certificate of Education Food Studies for senior secondary school students in Victoria, Australia. Design/methodology/approach A qualitative study design was used in this study. In total, 14 teachers who were planning to teach the new curriculum were individually interviewed in October-December 2016. The interviews were transcribed and analysed using the template analysis technique. Findings The majority of teachers appreciated the inclusion of food literacy and nutrition concepts in the new curriculum. However, half of the teachers had doubts about their readiness to teach it. Most teachers mentioned that they needed more training and resources to increase their confidence in teaching the curriculum. Practical implications These findings reveal that teachers need more awareness, resources, and guidance to increase their confidence in delivering the new curriculum. Provision of more resources and opportunities for training in food literacy concepts and instructional methods could facilitate its implementation. Originality/value These findings serve as an important first step to gain the perspectives of secondary school teachers’ opinions about the new curriculum. Moreover, these opinions and suggestions could inform the future design and implementation of similar food literacy curricula in Australia or elsewhere.

scholarly journals Senior Secondary School Food Literacy Education: Importance, Challenges, and Ways of Improving

Nutrients ◽  
2018 ◽  
Vol 10 (9) ◽  
pp. 1316 ◽  
Author(s):  
Janandani Nanayakkara ◽  
Claire Margerison ◽  
Anthony Worsley
Keyword(s):  
Secondary School ◽  
Online Survey ◽  
Literacy Education ◽  
School Students ◽  
School Food ◽  
Senior Secondary School ◽  
Education Professionals ◽  
Food Literacy ◽  
Wide Range ◽  
Senior Secondary

Food literacy education at senior secondary school can provide both immediate and long-term benefits for adolescents. The exploration of multiple stakeholder groups’ opinions regarding the importance, roles, and challenges of school food literacy education, and their suggestions for its improvement, will help the design and execution of future food literacy-related curricula and programmes. This study explored a broad range of Australian and international food, health, and education professionals’ opinions regarding senior secondary school food literacy education through an online survey. One hundred and fifty-five food, health, and education professionals completed this survey between April and October 2017. Overall, the respondents strongly supported the need for food literacy education for senior secondary school students. Their suggestions for improving this form of education included: incorporation of relevant and up-to-date content, the presence of strong practical components, offering food literacy as compulsory subjects or the incorporation of food literacy concepts into compulsory core subjects. Moreover, they proposed the active contribution of both internal and external stakeholders in the planning and delivery of this education to upgrade its quality and relevance. Overall, the findings suggest that a wide range of food, health, and education professionals are highly supportive of senior secondary school food literacy education and their constructive suggestions should be considered in school food literacy education enhancement efforts. Education authorities should seek ways of involving different stakeholders, including food-related professionals, in the design and delivery of food literacy education, and future studies should explore the best mechanisms for such involvement.

Teachers' self-efficacy beliefs in teaching food and nutrition subjects in Australian secondary schools

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Janandani Nanayakkara ◽  
Claire Margerison ◽  
Anthony Worsley
Keyword(s):  
Secondary School ◽  
Classroom Management ◽  
Nutrition Education ◽  
Self Efficacy ◽  
Food System ◽  
Efficacy Beliefs ◽  
Nutrition Information ◽  
School Food ◽  
Content Type ◽  
Food And Nutrition

PurposeTeachers play important roles in school food and nutrition education. This study aims to explore Australian teachers' self-efficacy beliefs (i.e. belief in their own capabilities to perform specific teaching tasks) in teaching secondary school food and nutrition-related subjects.Design/methodology/approachTeachers' overall self-efficacy beliefs in teaching these subjects (overall-SEB) and self-efficacy beliefs in teaching different food and nutrition-related topics (topics-SEB) were explored using a survey among 183 teachers in 2017. Principal components analysis derived three overall-SEB components: “Motivation and accommodation of individual differences”, “Classroom management” and “Communication and clarification” and three topics-SEB components: “Food system”, “Food and nutrition information” and “Food preparation”.FindingsOverall, higher percentages of teachers were confident or very confident in the majority of items that loaded on “Classroom management” and “Communication and clarification” compared to “Motivation and accommodation of individual differences”. Moreover, higher percentages of teachers were confident or very confident about items that loaded on “Food and nutrition information” and “Food preparation” compared” to “Food system”. The overall-SEB and topics-SEB were higher among more experienced teachers. There were moderate positive correlations between overall-SEB and topics-SEB components.Originality/valueThe exploration of broader aspects of self-efficacy beliefs related to teaching secondary school food and nutrition-related subjects makes this study unique. The findings highlight that these teachers had high self-efficacy beliefs in teaching food and nutrition education, but there are gaps in tailoring the teaching process to meet the diverse needs of students and teaching broader food-related topics.

The current situation of information literacy education and curriculum design in Pakistan: a discovery using Delphi method

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Syeda Hina Batool ◽  
Ata ur Rehman ◽  
Imran Sulehri
Keyword(s):  
Information Literacy ◽  
Curriculum Design ◽  
Literacy Education ◽  
Delphi Process ◽  
Literacy Curriculum ◽  
Content Type ◽  
Postgraduate Students ◽  
Domain Specific ◽  
Domain Specific Knowledge ◽  
Computer Research

PurposeThe present study focused on information literacy education through a unique research lens, i.e. the Delphi process in developing countries. The primary aim of the study is to formulate an information literacy framework for higher education.Design/methodology/approachIn total 13 experts from the field, including academicians and practitioners, were invited to build consensus on the components of an information literacy curriculum for library and information sciences or management postgraduate students.FindingsThe Delphi process was completed in three reasonable rounds to build consensus on eight information literacy course units, including computer, research, critical, information, domain-specific knowledge and copyright literacies in line with learning and communication skills. The panelists considered computer, research and critical literacies as the most significant components of an information literacy curriculum for postgraduates.Practical implicationsThe proposed framework of information literacy curriculum may have considerable implications for educators, practitioners and researchers.Originality/valueThe study is unique as it focuses on developing a contextual and comprehensive information literacy education framework for information professionals.

scholarly journals The case for a Canadian national school food program

2018 ◽  
Vol 5 (3) ◽  
pp. 208-229 ◽  
Author(s):  
Kimberley Hernandez ◽  
Rachel Engler-Stringer ◽  
Sara Kirk ◽  
Hannah Wittman ◽  
Sasha McNicholl
Keyword(s):  
Food Systems ◽  
Food System ◽  
Literacy Skills ◽  
Dietary Behaviour ◽  
School Food ◽  
Sustainable Food ◽  
Food Literacy ◽  
National School ◽  
Good Nutrition ◽  
System Sustainability

Canada is one of the only member countries of the Organization for Economic Cooperation and Development (OECD) without a national school food program. Good nutrition impacts children’s health, wellbeing, and learning; and school food environments offer an important setting to promote health and other food system sustainability behaviours that can last a lifetime. We present an overview of national and international evidence, with a focus on promising practices that support the establishment of a national school food program in Canada. School food programs have been shown to benefit health and dietary behaviour and critical food literacy skills (learning, culture, and social norms) that support local agriculture and promote sustainable food systems. Finally, we make recommendations for key elements that should be included in a national school food program for Canada.

scholarly journals Student food literacy, critical food systems pedagogy, and the responsibility of postsecondary institutions

2020 ◽  
Vol 7 (1) ◽  
pp. 8-19
Author(s):  
Michael Classens ◽  
Emily Sytsma
Keyword(s):  
Food Systems ◽  
Food System ◽  
Food Studies ◽  
Postsecondary Institutions ◽  
Focused Attention ◽  
Central Feature ◽  
Sustainable Food ◽  
Food Literacy ◽  
Support Students ◽  
Sustainable Food System

The recent “pedagogical turn” (Flowers and Swan 2012, p. 424) in food studies has productively focused attention on how to teach for a more just and sustainable food system. So far, however, the question of the place for food literacy in food systems pedagogy has received relatively little attention. In this perspective piece, we argue that critical food literacy needs to be a central feature of food studies curricula. Taking food systems pedagogy seriously means that teachers and institutions need to support students with the elements of critical food literacy. This focus will result in a more robust and effective food systems pedagogy, and higher levels of critical food literacy among students.

Food and nutrition education in private Indian secondary schools

2017 ◽  
Vol 117 (2) ◽  
pp. 193-206 ◽  
Author(s):  
Neha Rathi ◽  
Lynn Riddell ◽  
Anthony Worsley
Keyword(s):  
Secondary School ◽  
Nutrition Education ◽  
Healthy Eating ◽  
Eating Behaviours ◽  
Structured Interviews ◽  
School Food ◽  
Content Type ◽  
Nutrition Curriculum ◽  
Food And Nutrition ◽  
Food And Nutrition Education

Purpose The current Indian secondary school curriculum has been criticised for its failure to deliver relevant skills-based food and nutrition education for adolescents. The purpose of this paper is to understand the views of adolescents, their parents, teachers and school principals on the present food and nutrition curriculum and the role of the schools in developing food skills. Design/methodology/approach Semi-structured interviews were held with 15 students aged 14-15 years, 15 parents, 12 teachers and ten principals in ten private schools in Kolkata, India. The interview questions were primarily based on the content, merits and demerits of the curriculum. The digitally recorded data were transcribed verbatim and analysed thematically. Findings All the 52 interviewees observed that the food and nutrition curriculum created awareness in students about the importance of healthy eating. However, they also described certain weaknesses of the curriculum. These included lack of practical assignments, an out-dated and a limited curriculum, which failed to initiate critical thinking and was contradicted by sales practices in the school food environment. The interviewees prioritised the inclusion of food skills in the curriculum. Practical implications The emerging evidence suggests the need for the development of a skills-focussed food and nutrition curriculum to encourage healthy eating behaviours among adolescents. Originality/value Most of the work on food and nutrition education has come from developed nations – this is the first study in the Indian context of the secondary school food and nutrition curriculum.

scholarly journals Development and Pilot Testing of a Food Literacy Curriculum for High School-Aged Adolescents

Nutrients ◽  
2021 ◽  
Vol 13 (5) ◽  
pp. 1532
Author(s):  
Lyndsey D. Ruiz ◽  
Marcela D. Radtke ◽  
Rachel E. Scherr
Keyword(s):  
High School ◽  
Low Income ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Expert Committee ◽  
Food Groups ◽  
Literacy Curriculum ◽  
Pilot Testing ◽  
Food Literacy ◽  
Trained Facilitator

Adolescent obesity and poor diet quality are increasingly prevalent and could be mitigated with attainment of food literacy. However, as these programs for adolescents are lacking, the purpose of this project was to develop a food literacy curriculum for high school-aged adolescents. The curriculum was designed in accordance with food literacy attributes and components utilizing Backward Design, Social Cognitive Theory, and Constructivism. After expert committee review, pilot testing was completed in two low-income communities by a trained facilitator and observer. Detailed observations were collected during pilot testing to assess achievement of learning objectives. Modifications were made to lesson procedures as required. The resulting curriculum, Teens CAN: Comprehensive Food Literacy in Cooking, Agriculture, and Nutrition, contains 12 modules of experiential lessons and application activities within three topics. Agriculture lessons concentrate on the food supply chain and food environments; nutrition lessons include food groups while focusing on nutrients of concern for underconsumption; and cooking lessons include food safety, budgeting, and preparation. Teens CAN provides a comprehensive and necessary approach to advancing food literacy in adolescents. Future directions include assessing dietary implications after participating in Teens CAN lessons and employment of an innovative two-tiered cross-age teaching model.

scholarly journals ‘Pizza every day – why?’: A survey to evaluate the impact of COVID‐19 guidelines on secondary school food provision in the UK

2021 ◽  
Vol 46 (2) ◽  
pp. 160-171
Author(s):  
Kelly Rose ◽  
Claire O’Malley ◽  
Laura Brown ◽  
Louisa Jane Ells ◽  
Amelia A. Lake
Keyword(s):  
Secondary School ◽  
School Food ◽  
Food Provision ◽  
The Uk ◽  
The Impact
Sign in / Sign up

Export Citation Format

Share Document