innovative Public Organic food Procurement for Youth (iPOPY). Lessons learned from implementing organic into European school meals – policy implications.

The introduction of organic food offers new dimensions to school meals, and schools offer new dimensions to organic food – when tackled properly. In this paper we present findings from the iPOPY research project that is funded by the ERA-Net, CORE-Organic-I funding body network. It is based on studies of school food policies in Denmark, Finland, Italy and Norway. The embedded food traditions and cultures have had different attention in these countries, why also food related consumption, institutions and markets are quite heterogeneous and dynamic. Whereas school food services are relatively widely embedded in the school systems in Finland and Italy, the Danish and Norwegian school food is predominantly defined by the packed lunch brought from home when it comes to organic food the pattern is different. To analyse the strategies used in these countries we have selected a number of cases where in-depth studies have been conducted. The concept of embedding has been used in these studies and it has been informed by policy and actor network theories. The results of this analysis show a complexity in implementing organic food in existing school food aims, in embedding school food policies and in comprising also aims and policies for organic food purchasing in these. The variety amongst the analysed countries in strategies and success is identified, covering both structural and stakeholder related findings. A major finding is pointing at the challenge of “multi-embedding” processes when including organic food in school meal procurement

Studying Perspectives on Kindergarten Mealtime:Methodological Reflections

Drawing on a recent doctoral research project that examined the everyday life perspectives during kindergarten mealtime, this paper discusses the methodological issues related to the concepts of child and adult perspectives during mealtime, and to the children’s participation in research. Through the paper, we take part in a critical discussion of the dichotomization of child and adult perspectives (Lee, 2001; Spyrou, 2011; Wyness, 2013). Instead, we suggest to approach perspectives as something that is created through situated interactions between human and nonhuman elements. We argue that perspectives could be studied as constructed from a net of human, material, and discursive elements. In doing so, we also question children’s participation in research as a source for production of knowledge that is more authentic than that produced by adults (Gallacher & Gallagher, 2008; Lomax, 2012). Hence, the kindergarten mealtime will provide the arena for discussing methodological issues that are relevant beyond studies on food and meals.<div><br></div><div>International Research in Early Childhood Education, vol. 7, no. 3, pp. 33–48</div

Økologiske leverandører i det offentlige indkøb

Økologi er i de senere år kommet på dagsordenen i forhold til offentlige indkøb, særligt i forhold til mad i institutioner og skoler. I mad til vuggestuer og børnehaver er økologi allerede udbredt, mens økologisk skolemad særligt findes i hovedstadsområdet. Således ses et voksende ønske om økologi i offentlig bespisning til børn og unge. Denne omstilling er dog forbundet med en række udfordringer