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Sökning: WFRF:(Larsson Christel) > Högskolan Väst

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1.
  • Gisslevik, Emmalee, 1984, et al. (författare)
  • Food in Relation to Sustainable Development Expressed in Swedish Syllabuses of Home and Consumer Studies: At Present and Past
  • 2016
  • Ingår i: Journal of Education for Sustainable Development. - : SAGE Publications. - 0973-4082 .- 0973-4074. ; 10:1, s. 68-87
  • Tidskriftsartikel (refereegranskat)abstract
    • Little is known what the term sustainable development entails in relation to the school subject of home and consumer studies and the subject’s knowledge area of food. The aim is to illustrate how food is expressed in national syllabuses of home and consumer studies at present and in the past, and its operationalization into sustainable development. Using qualitative content analysis, the results show three themes: (a) maintenance of the family and household, (b) maintenance of the earth’s resources and (c) maintenance of the future generations. The first theme is characterized by concrete tangible judgements based on experiences of family members and is predominant in earlier syllabuses. The second and third themes are predominant in later syllabuses and show a movement into complex and abstract contemplations of global ecological, social and economic conditions for the purchase of food. The presentation of food in relation to sustainable development has changed over the years, consequently demonstrating the didactic challenge of home and consumer studies.
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2.
  • Gisslevik, Emmalee, 1984, et al. (författare)
  • Home economics teachers’ perceptions of facilitating and inhibiting factors when teaching sustainable food consumption
  • 2018
  • Ingår i: Sustainability. - : AMER SOC ENGINEERING EDUCATION, 1818 N STREET, NW SUITE 600, WASHINGTON, DC 20036 USA. - 2071-1050. ; 10:5
  • Tidskriftsartikel (refereegranskat)abstract
    • The aim of the present study is to explore experienced home economics (HE) teachers’ perceptions of the influencing factors that condition their teaching opportunities regarding the revised mission to implement sustainable development (SD) in food-related education. Five purposefully selected HE teachers participated in individual, semi-structured, in-depth interviews. The recorded interviews were transcribed verbatim and analysed using qualitative thematic analysis. The results show a shared view of in the importance of educating the next generation of sustainable food consumers. Teachers returned to specific influencing factors that conditioned their opportunities to implement a perspective of SD in HE food education. This generated four themes: (1) Unscheduled foodwork in preparing sustainable food education, (2) opportunities to link everyday food choices with larger food system issues, (3) access to sustainable supportive food products and materials, and (4) a school environment in support of food-related teaching. The teachers outlined a number of local and national factors perceived to inhibit access to facilitators and expressed a concern for pupils’ opportunities for quality assurance and goal achievement. The suggested influencing factors could serve as propositions for further investigations in the continued work of both resource reinforcements as well as of developing a SD perspective in food-related HE education. © 2018 by the author.
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3.
  • Gisslevik, Emmalee, 1984, et al. (författare)
  • Pupils' Participation in and Response to Sustainable Food Education in Swedish Home and Consumer Studies : A Case-Study
  • 2019
  • Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 63:4, s. 585-604
  • Tidskriftsartikel (refereegranskat)abstract
    • 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. © 2018 Scandinavian Journal of Educational Research
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Wernersson, Inga, 19 ... (3)
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Åberg, Helena, 1955 (1)
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Göteborgs universitet (3)
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