08 SES 14, Schooling Food in Contemporary Times: Critical perspectives
Food has increasingly become an important aspect of teachers’ work in both the formal and informal curriculum and life of schools Given this, how might we best prepare teachers with the knowledge and skills to teach about food given that this work in teacher education is relatively unmapped. Research has revealed that there is a disproportionate emphasis on interventionist logics of nutritional knowledge, for instance ‘healthy canteens’ or lunch box activities and ratings (Gibson & Dempsey, 2015; Pike, 2014). There is also a strong likelihood that pre service teachers also gravitate toward preventative discourses prior to starting their teacher education coursework. This is despite the presence of other food knowledges, for example food studies, the cultural culinary industry, social media, gardens to name a few. This mix creates a challenge for teacher educators and teachers alike. This presentation then draws on a case study of an undergraduate education unit titled Food, health and wellbeing taught by the author of this paper as part of a teacher education course at an Australian University. The case study is situated by firstly drawing on a review of literature and an audit of Australian teacher education course maps. Secondly, an overview of the pedagogical approach developed in response to the literature review is provided. This entails methods designed to disrupt reductive tendencies of ‘un/healthy’ food promotion through deliberate assessment and fieldwork activities. Thirdly, the case study reports on an analysis of 30 reflective diaries that were submitted by students at the end of the unit. These were structured reflections with weekly set questions. The analysis provides insight into how the students engaged with the the methods and provocations. Discourse analysis in line with previous research (Welch & Wright, 2011) was utilised to theme the responses in relation to the grid of (food and nutritional) interpretation. This was theoretically informed by Foucault’s notion of dispositif (Foucault, 1980). Some of the coded themes included the purpose of food education, technology and food pedagogies, critical inquiry, health promotion, medicalised food, food security, culture and politics of food, food identity and digital media and food and sustainability. The findings demonstrate the limited links that pre-service teachers initially made upon beginning the unit in relation to food and health beyond moral aspects of behaviour change. From this analysis, insight into the challenges and potential for teacher education to broaden students food knowledge base are outlined.
Foucault, M. (1980). The confession of the flesh. (1977). In C. Gordon (Ed.), Power/Knowledge selected interviews and other writings 1972-1977 Michael Foucault. New York: Pantheon Books. Gibson, K. E., & Dempsey, S. E. (2015). Make good choices, kid: biopolitics of children's bodies and school lunch reform in Jamie Oliver's Food Revolution. Children's Geographies, 13(1), 44-58. Morgan, K., & Sonnino, R. (2013). The school food revolution: Public food and the challenge of sustainable development: Routledge. Pike, J. (2014). Young people and food: The moral project of the healthy self. In P. Kelly & A. Kamp (Eds), A critical youth studies for the 21st century (pp. 87-104). Leiden, Netherlands: Brill. Welch, R., McMahon, S., & Wright, J. (2012). The medicalisation of food pedagogies in primary schools and popular culture: a case for awakening subjugated knowledges. Discourse: Studies in the Cultural Politics of Education, 33(5), 713-728. doi: 10.1080/01596306.2012.696501
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.