The view of the authors is that the teaching of food in the
school curriculum has varied throughout its history in order
to meet political aims rather than educational ones. In this
article they highlight the social and political changes that
have influenced the teaching of food from its inception in
the mid-1840s through to the present day. They argue
that the political influences have been detrimental to the
value of teaching about food and its potential for
contributing to pupils’ overall education as well as what
pupils should know, understand and learn about food and
where it can be taught in schools.
The teaching of food as cookery is traced from its
introduction in the elementary school system, when it was
for girls only, then to its development into domestic
science, a subject for more academically able girls and the
Sex Discrimination 1975 ensuring its availability for boys
and girls. This was followed by the transformation into
home economics, with a wider curriculum agenda, in the
1970s, the introduction of higher education degrees and
the National Curriculum in 1990, which put food
technology within design and technology. Changes within
the National Curriculum are considered as are recent
events impacting on the teaching of food, up to 2015
when GCSE Food Technology was replaced with GCSE
Food and Nutrition and A Level Food Technology, which
supports pupil progression into a range of food related
degrees and careers, was removed.
The article reviews a range of literature in order to
consider the value of teaching food, the current situation
in schools in England and the possible future role of food
in the school curriculum
