An International Review of Second-Level Food Education Curriculum Policy
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| Title: | An International Review of Second-Level Food Education Curriculum Policy |
|---|---|
| Language: | English |
| Authors: | McCloat, Amanda, Caraher, Martin |
| Source: | Cambridge Journal of Education. 2020 50(3):303-324. |
| Availability: | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Comparative Education, Foods Instruction, Secondary School Curriculum, Home Economics, Educational Policy, Foreign Countries, Curriculum Evaluation, Skill Development, Student Empowerment, Practical Arts, Educational Change, Knowledge Level, Home Economics Teachers, Teacher Education |
| Geographic Terms: | Ireland, United Kingdom (Northern Ireland), United Kingdom (England), Japan, Malta, Finland, Australia |
| DOI: | 10.1080/0305764X.2019.1694641 |
| ISSN: | 0305-764X |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1257527 |
| Database: | ERIC |
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| 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. |
|---|---|
| ISSN: | 0305-764X |
| DOI: | 10.1080/0305764X.2019.1694641 |
