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Pupils’ Participation in and Response to Sustainable Food Education in Swedish Home and Consumer Studies: A case-study.

Journal article
Authors Emmalee Gisslevik
Inga Wernersson
Christel Larsson
Published in Scandinavian Journal of Educational Research
Volume 63
Issue 4
Pages 585-604
ISSN 0031-3831
Publication year 2019
Published at Department of Food and Nutrition, and Sport Science
Pages 585-604
Language en
Keywords Food-related education, education for sustainable development, home economics, adolescents
Subject categories Nutrition and Dietetics, Domestic science and nutrition, Food Science


The aim of this study is to explore conditioning factors influencing learning opportunities in food-related education taught from a perspective of sustainable development. Over the course of the eighth-grade school year, data were derived from field studies of two classes taught in Home and Consumer Studies with an exploratory case-study design. Data were analyzed using thematic and ideal-type analysis, resulting in four ideal-type portrayals: the Convinced, the Easygoing, the Unable, and the Skeptical, which characterize how pupils participate in and respond to sustainable food education in different ways. The characteristics of each of the four ideal types imply contextual frames that condition unequal learning opportunities in sustainable food education. By identifying, scrutinizing, and accommodating to existing conflicts and related structures, educational policy makers and practicing teachers can increase opportunities for pupils to develop informed reasoning, regardless of their ideal type characteristics.

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