A Place for Food in Australian Schools: A Socio-Historical Review of Food Education

Autor/inn/en	Turner, Angela; Wilks, Judith
Titel	A Place for Food in Australian Schools: A Socio-Historical Review of Food Education
Quelle	In: International Journal of Technology and Design Education, 28 (2018) 1, S.53-66 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Turner, Angela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957 7572
DOI	10.1007/s10798-016-9377-9
Schlagwörter	Food; Secondary Education; Foreign Countries; Curriculum Development; Educational History; Problem Solving; Design; Interdisciplinary Approach; Foods Instruction; Higher Education; Stakeholders; Australia + Suchen Sie Ihr Suchwort? Lebensmittel; Sekundarbereich; Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; History of education; Bildungsgeschichte; Problemlösen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lebensmittelkunde; Hochschulbildung; Hochschulsystem; Hochschulwesen; Australien
Abstract	The historical development of food education in secondary schools in New South Wales Australia is a compelling yet under-researched area of interest. This review starts by exploring how food curricula have evolved since the 1700s to the present day juxtaposed on socio-economic and political factors. This review is interested in the role secondary food education may play in "supplying" people into professional studies towards a career as a food technologist. Accordingly this review compares contemporary secondary food curriculum with related curricula in the higher education sector and establishes a marked dissonance between the two. The implications of this are then put forward. The drive to empower students to be enterprising and innovative twenty first century problem solvers in relation to food design through the interdisciplinary nature of food science is discussed, despite the uncertainty as to what degree Food Technology in schools is currently promoting these life-long and life-wide abilities in students. The authors suggest the lack of a theoretical underpinning may be holding the subject back from becoming a robust discipline. For this reason this review puts forward a conceptual framework for the study of food. The following review is relevant to secondary and higher education food education stakeholders (teachers, academics, curriculum developers, professional food industry) and higher education providers nationally and internationally, as the way in which food education is presented in secondary schooling is not contained to the Australian context alone. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01