The Capability Approach and School Food Education and Culture in England: 'Gingerbread Men Ain't Gonna Get Me Very Far'

Autor/inn/en	Hart, Caroline Sarojini; Page, Abigail
Titel	The Capability Approach and School Food Education and Culture in England: 'Gingerbread Men Ain't Gonna Get Me Very Far'
Quelle	In: Cambridge Journal of Education, 50 (2020) 6, S.673-693 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hart, Caroline Sarojini)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2020.1764498
Schlagwörter	Foreign Countries; Foods Instruction; Health Behavior; Teacher Attitudes; Parent Attitudes; Elementary Secondary Education; Curriculum; Time Factors (Learning); Educational Facilities; Budgets; Class Size; Teacher Education; Teacher Competencies; Health Promotion; Eating Habits; Nutrition Instruction; Cooking Instruction; Knowledge Level; Skill Development; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Lebensmittelkunde; Health behaviour; Gesundheitsverhalten; Lehrerverhalten; Elternverhalten; Curricula; Lehrplan; Rahmenplan; Bildungsstätte; Finanzhaushalt; Klassengröße; Lehrerausbildung; Lehrerbildung; Lehrkunst; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Ernährungsgewohnheit; Essgewohnheit; Nutrition education; Ernährungserziehung; Wissensbasis; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	This study examines the role of school food education and school food culture in England and their potential to support pupils' capabilities to adopt health protecting and promoting behaviours. Drawing on Amartya Sen's capability approach, and Susan Michie's COM-B model, the research was conducted for the "Food Education Learning Landscape" project. Methods included national surveys of food teachers (N = 1503), senior school leaders and class teachers (N = 684), parents and carers (N = 573) and a mixed methods study of pupils in primary and secondary schools (N = 240). Findings indicate that adequate curriculum time, teaching facilities, budget, class size, subject status and teacher training are key factors for successful curriculum implementation. Monitoring and evaluation of school food provision and development of wider health supporting school food practices were found to be critical in supporting pupils' health capabilities. The research insights can inform future policies and practices to support children's potential to lead healthy, flourishing lives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01