Food Education and Food Technology in School Curricula: International Perspectives (Contemporary Issues in Technology Education)

Food Education and Food Technology in School Curricula
	Foreword
	Contents
	Contributors
	About the Authors
	Chapter 1: Introduction
		Part I: Food Teaching in Primary and Secondary Schools in Different Cultures
		Part II: The Professional Identity of Food Teachers
		Part III: Current Content and Contemporary Issues
	Part I: Food Teaching in Primary and Secondary Schools in Different Cultures
	Chapter 2: Exploring Food Education in the English Primary Curriculum
		The Primary National Curriculum
		2009–2018: Potential Changes in the Position of Food in the Primary School Curriculum
		Discussion
		Interview Research from a Sample of Primary Schools Across England on What Food Is Taught in Their Schools
		Conclusion
		References
			Websites
	Chapter 3: Reducing Challenging Behaviour and Maintaining Aboriginal and Torres Strait Islander (ATSI) and Non-ATSI Student Retention Through Food and Exercise in Primary and Secondary Schools in New South Wales, Australia
		Introduction
		Teaching Philosophy
		Research Projects and Initiatives
			Move to Learn Program (1999–2003)
			The Adolescent Centre, Brain Gym and the Coffee Den (2004–2010)
			Gumbaynggirr Pathways to Learning (2012–2013)
			Reaching Out Reaching In (2014)
			STEM in the Garden (2017)
			External Initiatives Regularly Run in the School (2012–2019)
		Conclusion
		References
	Chapter 4: What Is the Current State of Play for Food Education in English Secondary Schools?
		How Did Food Education Begin in English Schools?
		Recent History 1995: To Present Day
		The Revised National Curriculum in England: D&T Programmes of Study (PoS) (DfE, 2013)
		The Impact of Changes in the English National Curriculum
		Current Views on Food Teaching Results from Author’s National Questionnaire ‘Current Views on Food Teaching’ (2018a) (Appendix 1), Case Study Schools’ ‘In-Depth View on Food Teaching’ (2018b) (Appendix 2) and the Fell Report (2017)
		The New GCSE Food Preparation and Nutrition for KS4 Pupils (Aged 14–16 Years)
		Summary of the Specifications for the New GCSE Food Preparation and Nutrition
		Examination Courses for KS5 Pupils (Aged 16–18 Years)
		Expertise of the Food Teacher
		Conclusion
		Appendix 1
		Appendix 2
			Case Study Questions
		References
	Chapter 5: A Technological Approach to Secondary Food Education in New Zealand
		The Educational Origins of Food Education in New Zealand
		Curriculum Development from 1970 to 1990
		The Development of the New Zealand Curriculum (1987–2018)
		Food as a Technological Outcome
		Defining Technological Food Literacy
		The Characterisation of a Food Literate Person
		Discussion
		References
	Chapter 6: Developments in Secondary Food Education in England Since the 1970s: A Personal Perspective
		Introduction: Purpose and Validity of Food Education
		My Own Schooling in the 1970s
		My Experience of University and the Food Industry
		My First Year of Teaching and the National Curriculum
		Who Unified the Message for a Diverse Group of Subjects?
		Did Food Flourish Within D&T or Was There Just Too Much to Teach?
		Rotation Courses Play to Teachers’ Strengths, But Do They Hamper Pupil Progression?
		The Impact of the Document Food Technology in Secondary Schools Report (Office for Standards in Education (Ofsted), 2006)
		Where Are We Now and Where Do We Want to Be?
		And Finally
		References
	Chapter 7: Food and Nutrition Education in Malta: A Journey Across Time and Subject Boundaries
		Introduction
		A Historical Overview
		National Policies Promoting Food and Nutrition Education
		Food and Nutrition in the Formal Curriculum
		The Contribution of Home Economics at the Secondary Level
		The Contribution of Other Subjects at Secondary Level
		The Contribution of Vocational Education and Training (VET) Subjects at Secondary Level
		Food and Nutrition at Primary Level
			The Fonzu l-Fenek Mascot
		The Home Economics Seminar Centre
		Food and Nutrition Component in Home Economics National Examinations
		Teacher Training in Food and Nutrition
		A New Vision for Food and Nutrition Education Provision in Schools
		Conclusion
		References
	Chapter 8: Home Economics Education in Secondary School Settings: Lessons from Education Policy on the Island of Ireland
		Introduction
		Home Economics Education in the Republic of Ireland
			Junior Cycle Home Economics
			Senior Cycle Home Economics
		Home Economics Education in Northern Ireland
			GCSE (General Certificate Secondary Education) Home Economics: Food and Nutrition
			GCE (General Certificate Education) A Level Nutrition and Food Science
		Discussion
		Conclusion
		References
	Part II: The Professional Identity of Food Teachers
	Chapter 9: Positive Ingredients to Redefining Food Education in Schools in New South Wales, Australia
		Food Education in the Australian Curriculum
		Key Food Technology Teacher Qualities
		The Importance of a Food Teacher’s Identity
		Teacher Interpretation and Relevance of Food in the Curriculum
		Flexible Professionalism
		Adopting a Transformative Approach as Agents for Change
		Advocacy and the New Voice of the Modern Food Technology Teacher
		References
	Chapter 10: Where Will Future Secondary Food Teachers Come from in England?
		Introduction
		Historical Influences on Food Education
		Political Influences on Food Education
		The Obesity Issue
		Where Do, and Will, Food Teachers Come From?
		Conclusion
		References
	Chapter 11: Changing the Professional Identity of Food Technology Teachers in New South Wales, Australia
		Introduction
		Overview
		Technology Education and Food Technology Curriculum Change, Tensions and Resistance
		Promoting Professional Identity Transition
		Framing Identity Through the Foundation Course
		Methodology
		Results
		Conclusion
		References
	Chapter 12: Qualifications for Working in the Food Industry: Understanding All the Available Options for Students and Educators in Victoria, Australia
		Introduction
		Food Studies/Food Technology Teachers in Victoria, Australia
		Careers Within the Food Industry
		Victorian Certificate of Education (VCE)
		Australian Tertiary Admission Rank (ATAR)
		Benefits to Students’ ATAR by Studying Food Studies
		Options Within Schools
		Vocational Education and Training (VET)
		VET in Schools (VETis)
		Apprenticeships
		Accessing Information for Students and Teachers
		References
	Chapter 13: Continuing Professional Development for Secondary Food Technology Teachers in New South Wales (NSW), Australia
		Introduction
		The Process of Accreditation
		Data Collection and Analysis
		Analysis of Findings
		Conclusion
		References
	Chapter 14: Food Teaching in Upper Secondary English Schools: Progression Into Food-Related Undergraduate Courses in Higher Education
		The Introduction of Food in the English School Curriculum
		1970s and 1980s
		The National Curriculum in England and Wales (DES, 1990)
		2013–2018
		Food Examination Courses
		University Food-Based Undergraduate Courses
		A Level Subjects Taken by Students Before Entry to Food-Related Undergraduate Degree Courses
		Exploring Views of a Draft of a New A Level Food Examination
			Key Issues/Issues Arising in the Food Consumption Section
			Key Views/Issues Arising in the Food Production Section
			Key Views/Issues Arising in the Food Processing Section
			Do You Think That There Should Be an A Level Food-Based Course?
			Assessment Procedures
			Non-examination Assessment (NEA)
			Suggestions for Alternative Framework
		Conclusions
		References
	Part III: Current Content and Contemporary Issues
	Chapter 15: Current Research in Nutrition in the School Curriculum in England
		Introduction
		The Teaching of Nutrition in the School Curriculum in England
		The School Environment
		Nutrition Research to Strengthen the Teaching of Food and Nutrition in Schools
		Developing Areas of Research
		Conclusion
		References
	Chapter 16: A Curriculum Developer’s Perspective on the Place of Food in the Secondary School in England
		Introduction
		The Importance of Food Education
		Other Approaches to Health Eating
		Teaching Young People to Cook and Eat Well
		The Role of Science Understanding in Learning How to Cook and Eat Well
		The Possible Content of Food Technology Courses
			Considering Production
		Concluding Remarks
		References
	Chapter 17: Population Growth and Global Food Supplies
		Introduction
		Thomas Malthus
		After Malthus
		The First World Food Crisis
		The Second World Food Crisis
		A Shift in the Factors Underlying Global Demand and Supply of Food
		Malthus Revisited
		Conclusion
		References
	Chapter 18: Socially Acute Questions: How Biotechnology Can Provide Context and Content for Discussion in Food Technology Education
		Introduction
		What Are Socially Acute Questions (SAQs)?
		The Role of Genetic Education and Biotechnology in Food Production
		Exploring the Dimensions of SAQs for Food Education
		Risk and Its Effect on Consumer Acceptance
		Identification of Ethical and Moral Issues Impacting on SAQs
		Pedagogies to Enable Communication
		What Are the Pedagogical Outcomes When Identifying a Socially Acute Question That Is Located Within a Food Context?
		References
	Chapter 19: Teaching Food Technology in a Secondary Technology Education Classroom: Exploring Ideas in Indigenous Contexts
		Introduction
		Theoretical Lens Framing This Chapter
		Food Justice and Decoloniality: An Educational Right for Learners
		Indigenous Food and Their Production and Processing Technology
		Implications for Teaching Technology
		Conclusion
		References
	Chapter 20: Learning Cultural, Ecological and Food Literacies Through the Gumbaynggirr Pathway of Knowledge Project
		Introduction
		Background
		Relevant Literature
			Literacy
			Cultural Literacies
			Ecological Literacies
			Food Literacies
		Research Design
			Methodology
			Methods
		Findings
		Discussion of Findings
		Limitations
		Conclusion
		References
	Chapter 21: A Synoptic View of Sections 1, 2 and 3
		Part 1: Food Teaching in Primary and Secondary Schools in Different Cultures
			Chapter 2: Exploring Food Education in the English Primary Curriculum, Sue Miles-Pearson
			Chapter 3: Reducing Challenging Behaviour and Maintaining Aboriginal and Torres Strait Islander (ATSI) and non ATSI Student Retention Through Food and Exercise in Primary Schools in New South Wales, Australia, Gillian Stuart and Angela Turner
			Chapter 4: What Is the Current State of Play for Food Education in English Secondary Schools? Ruth Seabrook and Vanessa Grafham
			Chapter 5: A Technological Approach to Secondary Food Education in New Zealand, Wendy Slatter
			Chapter 6: Developments in Secondary Food Education in England Since the 1970s: A Personal Perspective, Angela J. Turner
			Chapter 7: Food and Nutrition Education in Malta: A Journey Across Time and Subject Boundaries, Suzanne Piscopo
			Chapter 8: Home Economics Education in Secondary School Settings: Lessons from Education Policy on the Island of Ireland, Amanda McCloat and Martin Caraher
		Part 2: The Professional Identity of Food Teachers
			Chapter 9: Positive Ingredients to Redefine Food Education in Australian Schools, Donna Owen
			Chapter 10: Where Will Future Secondary Food Teachers Come from in England? Sue Wood-Griffiths and Suzanne Lawson
			Chapter 11: Changing the Professional Identity of Food Technology Teachers in New South Wales, Australia, Deborah Trevallion
			Chapter 12: Qualifications for Working in the Food Industry: Understanding All the Available Options for Students and Educators in Victoria, Australia, Bronwyn Graham
			Chapter 13: Continuing Professional Development for Australian Secondary Food Technology Teachers, Carly Saunders
			Chapter 14: Food Education in Upper English Schools: Progression into Food-Related Undergraduate Courses in Higher Education, Marion Rutland
		Part 3: Current Content and Contemporary Issues
			Chapter 15: Current Research in Nutrition in the School Curriculum in England, Sue Reeves
			Chapter 16: A Curriculum Developer’s Perspective on the Place of Food in the Secondary School in England, David Barlex
			Chapter 17: Population Growth and Global Food Supplies, Christopher Ritson
			Chapter 18: Socially Acute Questions: How Biotechnology Can Provide Context and Content for Discussion in Food Technology Education, Bev Francis
			Chapter 19: Teaching Food Technology in a Secondary Technology Education Classroom: Exploring Ideas in Indigenous Contexts, Mishack T. Gumbo
			Chapter 20: Learning Cultural, Ecological and Food Literacies Through the Gumbaynggirr Pathway of Knowledge Project, Angela Turner
		Summary of Key Issues