Food Literacy: Matens betydelse för hälsa som undervisningsinnehåll

The aim of the present article is to analyse and discuss how teachers speak about goals and content of food literacy in teaching about food and health in Home Economics (HE). More specific, what different constructions of food literacy can be identified in teachers' talk about the drive and content of teaching food and health? Six focus group discussions were held in four different cities with a total of 27 HE teachers. Different visions of scientific literacy are used as a framework to analyse and discuss food literacy in education. Three different categories were identified, including different visions regarding students’ opportunities to develop awareness of how food influences health. Food literacy in HE includes disciplinary learning of specific knowledge and skills. Teaching HE is a multidisciplinary task, in which a number of disciplines are involved. The article examines what each vision refers to and what overarching purpose is expected to motivate a student to learn and to develop in a specific direction. Each vision therefore provides altered constructions of educational orientation in terms of meaning-makin

Food Literacy: Matens betydelse för hälsa som undervisningsinnehåll

The aim of the present article is to analyse and discuss how teachers speak about goals and content of food literacy in teaching about food and health in Home Economics (HE). More specific, what different constructions of food literacy can be identified in teachers' talk about the drive and content of teaching food and health? Six focus group discussions were held in four different cities with a total of 27 HE teachers. Different visions of scientific literacy are used as a framework to analyse and discuss food literacy in education. Three different categories were identified, including different visions regarding students’ opportunities to develop awareness of how food influences health. Food literacy in HE includes disciplinary learning of specific knowledge and skills. Teaching HE is a multidisciplinary task, in which a number of disciplines are involved. The article examines what each vision refers to and what overarching purpose is expected to motivate a student to learn and to develop in a specific direction. Each vision therefore provides altered constructions of educational orientation in terms of meaning-makin

Matens betydelse för hälsa : Studier av meningserbjudanden i hem- och konsumentkunskap

The overall aim of this thesis analyzes and discusses the importance of food for health as educational content in Home Economics (HE). More specifically, the educational content of food and health is examined through analysis of meanings expressed in syllabi and in teachers' talk.  This thesis shows different constructions of the educational content regarding the importance of food for health. Furthermore this thesis highlights and problematizes that there are different views on what this content includes, as well as the relationship between facts and values in this educational content. Two research questions have guided this investigation: This thesis focuses on the importance of food for health as educational content in Home Economics (HE). More specifically, the educational content of food and health is examined through analysis of meanings expressed in syllabi and in teachers' talk. What meanings concerning the importance of food for health are constructed in syllabi of home economics1962-2011? What meanings concerning food in relation to health are constructed in teachers' talk about teaching? The two research questions are addressed in three studies: one syllabi text study (paper I) and two studies where the empirical data is constructed through six focus group interviews including 27 participating teachers (paper II and III). The thesis has a theoretical basis in curriculum studies, and the didactical questions serve as part of an analytical approach. Furthermore, a discursive approach to analyze meaning making is used. The findings show that the educational content of food in relation to health is constructed in different ways. There is more than one way to develop a healthy lifestyle according to the educational content of HE. Moreover, the result shows challenges in education of food in relation to health concerning the multi-dimensional content and concerning the values and normativity in what should be included when teaching about healthy lifestyles. These challenges are discussed in term of the large number of values that are linked to the choice of food consumption. Lastly, the dissertation illuminates the importance of continuing to theorize about teachers’ views of educational content and discussing teachers’ awareness of their own epistemic perspectives when teaching

Matens betydelse för hälsa : Studier av meningserbjudanden i hem- och konsumentkunskap

The overall aim of this thesis analyzes and discusses the importance of food for health as educational content in Home Economics (HE). More specifically, the educational content of food and health is examined through analysis of meanings expressed in syllabi and in teachers' talk.  This thesis shows different constructions of the educational content regarding the importance of food for health. Furthermore this thesis highlights and problematizes that there are different views on what this content includes, as well as the relationship between facts and values in this educational content. Two research questions have guided this investigation: This thesis focuses on the importance of food for health as educational content in Home Economics (HE). More specifically, the educational content of food and health is examined through analysis of meanings expressed in syllabi and in teachers' talk. What meanings concerning the importance of food for health are constructed in syllabi of home economics1962-2011? What meanings concerning food in relation to health are constructed in teachers' talk about teaching? The two research questions are addressed in three studies: one syllabi text study (paper I) and two studies where the empirical data is constructed through six focus group interviews including 27 participating teachers (paper II and III). The thesis has a theoretical basis in curriculum studies, and the didactical questions serve as part of an analytical approach. Furthermore, a discursive approach to analyze meaning making is used. The findings show that the educational content of food in relation to health is constructed in different ways. There is more than one way to develop a healthy lifestyle according to the educational content of HE. Moreover, the result shows challenges in education of food in relation to health concerning the multi-dimensional content and concerning the values and normativity in what should be included when teaching about healthy lifestyles. These challenges are discussed in term of the large number of values that are linked to the choice of food consumption. Lastly, the dissertation illuminates the importance of continuing to theorize about teachers’ views of educational content and discussing teachers’ awareness of their own epistemic perspectives when teaching

Food Literacy: Matens betydelse för hälsa som undervisningsinnehåll

The aim of the present article is to analyse and discuss how teachers speak about goals and content of food literacy in teaching about food and health in Home Economics (HE). More specific, what different constructions of food literacy can be identified in teachers' talk about the drive and content of teaching food and health? Six focus group discussions were held in four different cities with a total of 27 HE teachers. Different visions of scientific literacy are used as a framework to analyse and discuss food literacy in education. Three different categories were identified, including different visions regarding students’ opportunities to develop awareness of how food influences health. Food literacy in HE includes disciplinary learning of specific knowledge and skills. Teaching HE is a multidisciplinary task, in which a number of disciplines are involved. The article examines what each vision refers to and what overarching purpose is expected to motivate a student to learn and to develop in a specific direction. Each vision therefore provides altered constructions of educational orientation in terms of meaning-makin

Health communication for AMR behaviour change : Zimbabwean students' relationships with the microbial world

Background Microbes have a global impact on health; microbial relationships benefit and impair quality of life. Negative health impacts of antimicrobial resistance (AMR) in our relationships with the microbial world are primarily borne by the Global South. Objectives To study experiences, understandings and practices of Zimbabwean students regarding health, food and microbes. Methods Using purposive sampling, Zimbabwean school students were recruited as participants in group interviews supported by participant observation, exploring the relationships between health, food and microbes. Results The study included 120 students from six upper secondary schools in the Midland Region and Gweru District. Findings identify two categories: microbial relationships and microbial encounters, each with three subcategories. Food emerged as both mediating artefacts and mediating experiences, enabling the students to link biomedical explanations of AMR and their everyday lives with friends and family. The necessity for health communication to explore and engage with participants’ contextual preferences and motivations is highlighted. When discussing food choices and practices, students considered the beneficial relationships with the microbial world. Conclusions A contextually relevant approach is outlined, where food mediates the relationship between student health and the microbial world, supporting health communication for AMR behaviour change. Expanding AMR education to include the everyday experiences of food enables students to link the pressing sustainability challenge of AMR to their health goals. The study showcases how the exploration of microbial relationships and food practices as a ubiquitous feature of community life can form a basis for AMR prevention and control

The Status Quo Problem and the Role of Consumers Against Antimicrobial Resistance

Antimicrobial resistance occurs when microorganisms survive exposure and proliferate in the presence of therapeutic levels of antimicrobial drugs. Because antimicrobial resistance is increasing, it is vital to encourage consumers to change and adopt smarter antibiotic behaviour. Despite World Health Organization's efforts to combat antibiotic resistance and their emphasis on the importance of public involvement, the role of consumers has been overlooked. The manifold responsibility for antibiotic resistance extends across different actors, including food retailers and consumers. Given this shared responsibility, a blame game arises and no action occurs. To overcome this status quo situation, we draw attention to the potential role of individual responsibility and social pressure to encourage consumers to adopt smart antibiotic behaviour but also to empower them. Conditions must be put in place to enable consumers' critical evaluation of the health-related and ethical aspects of their food choices. Such behaviour can be facilitated using digital innovations to support informed choices, in store and online

From Being Literate about Health to Becoming Capable of Achieving Health : Health literacy capabilities of Zimbabwean school youth

Food security is an enduring sustainability challenge in the Southern African region. Food availability, accessibility and affordability have profound health impacts and affect the quality of life of a substantial proportion of the world’s population. This article aims to explore, together with students in educational settings, questions about the relationships between food and health, including the contextual conditions of food availability, accessibility and affordability. This provides opportunities to re-embody food by contextualising it as part of natural and built environments, thus engaging with how challenges of human health intersect with animal and environmental health. The research centres on co-creating knowledge with youth based on their valued beings and doings about health and considers how their health goals relate to food and the sustainability challenges of antimicrobial resistance (AMR). By considering how youths’ understandings, evaluations and decisions regarding health, including setting health goals, intersect with the determinants of food, we come to consider their health literacy capabilities to achieve nonpredetermined health goals that align with their valued beings and doings. As such, the implementation gap between knowing and doing is bridged through practices of health and well-being contextually grounded in the lives and experiences of the student youth