Pupils' Participation in and Response to Sustainable Food Education in Swedish Home and Consumer Studies: A Case-Study

Autor/inn/en	Gisslevik, Emmalee; Wernersson, Inga; Larsson, Christel
Titel	Pupils' Participation in and Response to Sustainable Food Education in Swedish Home and Consumer Studies: A Case-Study
Quelle	In: Scandinavian Journal of Educational Research, 63 (2019) 4, S.585-604 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gisslevik, Emmalee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2017.1415965
Schlagwörter	Sustainability; Consumer Science; Food; Foreign Countries; Grade 8; Case Studies; Student Participation; Secondary School Students; Teaching Methods; Home Economics; Grading; Course Descriptions; Sweden + Suchen Sie Ihr Suchwort? Nachhaltigkeit; Lebensmittel; Ausland; School year 08; 8. Schuljahr; Schuljahr 08; Case study; Fallstudie; Case Study; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Sekundarschüler; Teaching method; Lehrmethode; Unterrichtsmethode; Hauswirtschaft; Hauswirtschaftslehre; Notengebung; Schulnote; Kursstrukturplan; Schweden
Abstract	The aim of this study is to explore conditioning factors influencing learning opportunities in food-related education taught from a perspective of sustainable development. Over the course of the eighth-grade school year, data were derived from field studies of two classes taught in Home and Consumer Studies with an exploratory case-study design. Data were analyzed using thematic and ideal-type analysis, resulting in four ideal-type portrayals: the Convinced, the Easygoing, the Unable, and the Skeptical, which characterize how pupils participate in and respond to sustainable food education in different ways. The characteristics of each of the four ideal types imply contextual frames that condition unequal learning opportunities in sustainable food education. By identifying, scrutinizing, and accommodating to existing conflicts and related structures, educational policy makers and practicing teachers can increase opportunities for pupils to develop informed reasoning, regardless of their ideal type characteristics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01