Food diversity in Home Economics Education – exemplified by Danish school research

TY - GEN

T1 - Food diversity in Home Economics Education – exemplified by Danish school research

AU - Wistoft, Karen

N1 - Part of the Japanese and Danish research collaboration on Food education in Home Economic Education (HHE)

PY - 2023/11/11

Y1 - 2023/11/11

N2 - This article focuses on didactic challenges in teaching food diversity in Home Economics Education in Danish secondary school, based on empirical findings from a recently concluded Home Economics Education research project in Denmark (Author et al., 2022). The empirical research shows both how food diversity is included in teaching and how food diversity is rejected by teachers who believe that the national food culture is the right way to teach students’ food knowledge. The methodology is a mixed method design, including a survey among Home Economics teachers (N=380) and personal teacher interviews, geographically dispersed (N=24). The theoretical framework for the analysis presented includes theory of teacher profiles (Carlsen, 2017), systems theory (Luhmann, 1995), learning expectations relating to achievement (Hattie, 2009), and taste didactics and competencies (Author & Qvortrup, 2019, 2021). The findings indicate the relevance of Home Economics cooking class-approaches in relation to the increasing diversification of food, taste, and meals in society. Not just in a Danish context, but in many countries around the world, it is highly relevant to discuss diversity challenges in a cultural context because food diversity perspectives are often neglected or treated implicitly. In conclusion, teaching food diversity in Home Economics cooking classes needs to include the processes of making sense of food. Teaching food diversity includes learning processes concerning cultural, religious, and ideological or attitudinal differences in taste and meal communities. The article concludes with some general didactic recommendations for teaching and learning about food diversity in Home Economics Education in school.

AB - This article focuses on didactic challenges in teaching food diversity in Home Economics Education in Danish secondary school, based on empirical findings from a recently concluded Home Economics Education research project in Denmark (Author et al., 2022). The empirical research shows both how food diversity is included in teaching and how food diversity is rejected by teachers who believe that the national food culture is the right way to teach students’ food knowledge. The methodology is a mixed method design, including a survey among Home Economics teachers (N=380) and personal teacher interviews, geographically dispersed (N=24). The theoretical framework for the analysis presented includes theory of teacher profiles (Carlsen, 2017), systems theory (Luhmann, 1995), learning expectations relating to achievement (Hattie, 2009), and taste didactics and competencies (Author & Qvortrup, 2019, 2021). The findings indicate the relevance of Home Economics cooking class-approaches in relation to the increasing diversification of food, taste, and meals in society. Not just in a Danish context, but in many countries around the world, it is highly relevant to discuss diversity challenges in a cultural context because food diversity perspectives are often neglected or treated implicitly. In conclusion, teaching food diversity in Home Economics cooking classes needs to include the processes of making sense of food. Teaching food diversity includes learning processes concerning cultural, religious, and ideological or attitudinal differences in taste and meal communities. The article concludes with some general didactic recommendations for teaching and learning about food diversity in Home Economics Education in school.

KW - Food diversity

KW - Home Economics Education

KW - Mixed Methods

KW - Teacher profiles

KW - Students

KW - Learning

KW - Taste competence

KW - Food

KW - Diversity

KW - Home Economics Education

KW - Danish schools

KW - Teacher perspective

KW - Research Collaboration

KW - Education

M3 - Report chapter

BT - Journal of Asian Regional Association for Home Economics

A2 - Nishihara, Naoe

PB - ARAHE

ER -