‘We are all in this together’: Investigating alignments in intersectoral partnerships dedicated to K-12 food literacy education
| Autor: | Gabrielle Edwards, Kerry Renwick, Lisa Jordan Powell |
|---|---|
| Rok vydání: | 2021 |
| Předmět: |
0303 health sciences
medicine.medical_specialty Food literacy education 030309 nutrition & dietetics business.industry 4. Education Public health Public Health Environmental and Occupational Health Original Articles Public relations 03 medical and health sciences 0302 clinical medicine food studies curriculum Political science ComputingMilieux_COMPUTERSANDEDUCATION medicine 030212 general & internal medicine business Food literacy Curriculum intersectoral partnerships |
| Zdroj: | Health Education Journal |
| ISSN: | 1748-8176 0017-8969 |
| DOI: | 10.1177/00178969211011522 |
| Popis: | Background: Activities to foster food literacy in young people are increasingly common in schools, driven both by the public health sector and by curriculum mandates from education officials in government. In Canada, both Kindergarten–Grade 12 (K-12) classroom teachers and educators from community organisations deliver food literacy education programmes in schools, often framed as partnerships working in the interests of young people. Objective: The study examines the alignment between what both classroom teachers and community educators state are the desired outcomes for students of their food literacy education work and the topics/activities they engage in with students. Design, setting and method: We surveyed and interviewed teachers and community educators in British Columbia, Canada, and utilised participant observation and secondary data from food literacy education network activities. Results: Shared food literacy education goals and topics/activities were evident in the responses of classroom teachers and community educators. Teachers framed their food literacy education programmes around the curriculum-as-plan – in this case, the provincial curriculum known as the BC Curriculum – and then enacted a lived curriculum that students experienced in the classroom. Community educators offered programmes that were initially designed to meet their organisation’s focus, but which varied in terms of how much of the BC Curriculum was addressed. Conclusion: Our results show broad alignment between teachers and community educators in food literacy education goals and practices; however, there is potential to increase this alignment and build stronger partnerships that support teachers in enacting the BC curriculum and meeting the needs of their students. |
| Databáze: | OpenAIRE |
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