08 SES 14, School Food, Equity and Social Justice – Reflections From a Health Education Perspective Part 1
Symposium to be continued in 08 SES 16
An integrated school foodscape is the physical, organizational , didactical and sociocultural space in which students participate in meals, food related curriculum and pedagogy and encounter food messages - including health, climate and sustainability messages. The analysis draws from theory and methods included in health promoting schools literature, children- and youth studies, foodscape studies and educational studies. Children and adolescents spend five or six days a week at school, thus, it can be said that the school foodscape has an influence in their everyday lives. From a humanistic and rights-based perspective all pupils ought to have equal access to food during the day in school. However, this is not the case in many countries. Even in an affluent country as Denmark, there is no national school food program and, as a consequence of this, many children are hungry in school at times where they were supposed to be satisfied and ready for learning. Results from research indicate that inequality is increasing in Denmark and, in addition to this, socio-economic factors are clearly determining what children eat, depending on whether they come from respectively poor, middle class or rich families. Furthermore, inequality in health and learning outcomes may be equally correlated with socio-economic status of students. It is hypothesised that the food industry has leverage regarding attention from the government on what children eat in Danish schools. In opposition to this, an integrated holistic school foodscape is proposed, in which students themselves plan, prepare and serve their common meals, based on local food products. The LOMA-local food project was conducted in Denmark in 2015-2017, taking into consideration elements such as: education for life, education for life-skills and 21st century skills, including critical thinking about non-sustainable developments and societies. Results show, that in addition to contributing with healthy meals, participation also led to improved action-competence, relations and well-being among pupils. This approach is not difficult to implement in schools – but it starts with the desire for change. Often it is the head of school who paves the way, because an integrated and holistic approach to school food seems to provide the optimal conditions for teachers to find educational success and, accordingly, optimal conditions for children to learn and thrive.
Brembeck, H. (2009). Children’s ‘Becoming’ in Frontiering Foodscapes. In Children, food and identity in everyday life. James, A., Kjørholt, A. T., & Tingstad, Brembeck, H., & Johansson, B. (2010). Foodscapes and children’s bodies. Culture Unbound, 2, 797-818. Brembeck, H., Johansson, B., Bergström, K., Engelbrektsson, P., Hillén, S., Jonsson, L., et al. (2013). Exploring children's foodscapes. Children's Geographies, 11(1), 74-88. Carlsson, M., & Simovska, V. (2012). Exploring learning outcomes of school-based health promotion—a multiple case study. Health Education Research, 27(3), 437-447. Dolphijn, R. (2004). Foodscapes: towards a Deleuzian ethics of consumption. Eburon Publishers. Jensen, B. B., and Simovska, V. (2005). Involving students in learning and health promotion processes-clarifying why? What? and How? Promotion & Education, 12(3-4), 150-156. Ruge, D., and Mikkelsen, B. E. (2013). Local public food strategies as a social innovation: Early insights from the LOMA-nymarkskolen case study. Acta Agriculturae Scandinavica, Section B–Soil & Plant Science, 63(sup1), 56-65. Ruge, D., Nielsen, M. K., Mikkelsen, B. E., & Bruun-Jensen, B. (2016). Examining participation in relation to students’ development of health-related action competence in a school food setting: LOMA case study. Health Education, 116(1), 69-85.
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
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