Pages 81-94 | Received 03 Dec 2018, Accepted 21 Nov 2019, Published online: 04 Dec 2019
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https://doi.org/10.1080/13504622.2019.1698714
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Abstract
Home and Consumer Studies (HCS) is a subject in the Swedish compulsory school that has sustainability issues clearly enrolled in its syllabus. Among other things, students should learn to make sustainable food choices, i.e.they should understand the consequences concerning health, finance and environment of what food they choose to consume. The aim of this paper is to contribute to the discussion about education for sustainable development (ESD) by investigating how students act in different decision-making processes during foodwork in HCS. Subsequently challenges when teaching sustainable food consumption are highlighted. The empirical material consists of video-recorded students (year 9) foodworking in an HCS classroom. Based on John Deweýs philosophy, Practical Epistemological Analysis (PEA) is used to analyse how the students make choices and proceed in their work. The taste of food is decisive for how the students move on in their foodwork. Sustainability aspects are raised to some extent but do not have the same significance. It is concluded that it is complex to teach sustainable food consumption and possibilities to modify the teaching so that taste become part of the content when teaching sustainable food consumption is discussed.
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Environmental Education Research
Volume 26, 2020 - Issue 1
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Sustainable food choices? A study of students’ actions in a home and consumer studies classroom
Lolita GelinderORCID Icon,Karin Hjälmeskog &Malena LidarORCID Icon
Pages 81-94 | Received 03 Dec 2018, Accepted 21 Nov 2019, Published online: 04 Dec 2019
Download citation
https://doi.org/10.1080/13504622.2019.1698714
CrossMark LogoCrossMark
In this articleClose
Abstract
Introduction
Theoretical framework
Findings
Discussion
Conclusion
Disclosure statement
Footnotes
References
Abstract
Home and Consumer Studies (HCS) is a subject in the Swedish compulsory school that has sustainability issues clearly enrolled in its syllabus. Among other things, students should learn to make sustainable food choices, i.e.they should understand the consequences concerning health, finance and environment of what food they choose to consume. The aim of this paper is to contribute to the discussion about education for sustainable development (ESD) by investigating how students act in different decision-making processes during foodwork in HCS. Subsequently challenges when teaching sustainable food consumption are highlighted. The empirical material consists of video-recorded students (year 9) foodworking in an HCS classroom. Based on John Deweýs philosophy, Practical Epistemological Analysis (PEA) is used to analyse how the students make choices and proceed in their work. The taste of food is decisive for how the students move on in their foodwork. Sustainability aspects are raised to some extent but do not have the same significance. It is concluded that it is complex to teach sustainable food consumption and possibilities to modify the teaching so that taste become part of the content when teaching sustainable food consumption is discussed.