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- Domínguez Reyes, Edmé, 1952, et al.
(author)
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Kvinnor, forskning, familj
- 2000
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In: Feministiskt perspektiv (dept. for Women's Studies, Göteborg University). - 1403-1477. ; 2000:2
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Journal article (other academic/artistic)
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Genus i förskola och skola : förändringar i policy, perspektiv och praktik
- 2009
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Editorial collection (other academic/artistic)abstract
- I denna antologi presenteras några resultat från de undersökningar som genomförts inom projektet Förändrade köns-/genusordningar i skola och utbildning: Policy, perspektiv och praktik. Projektet har pågått under åren 2003 till 2006, finansierats av Vetenskapsrådets Utbildningsvetenskapliga kommitté och genomförts i samarbete mellan forskare vid flera universi-tet/högskolor. Från Malmö högskola kommer professor Ingegerd Tallberg Broman och FD Angerd Eilard, från Umeå universitet professor Gaby Weiner (nu emerita i Edinburgh) och doktorand Charlotta Edström, från Göteborgs universitet docent Eva Gannerud, FD Maria Hjalmarsson, professor Inga Wernersson, professor Elisabet Öhrn (tidigare vid Högskolan i Borås) och från Högskolan i Borås FD Ann-Sofie Holm. I föreliggande antologi har vi samlat några resultat från projektet med olika infallsvinklar för att få en bild av komplexiteten i hur förändrade samhällsförhållanden påverkat genusordning och konsekvenser av könstillhörighet i förskola och skola. Genom analyser av situationen i skolan och av olika typer av skoltexter (läromedel och styrdokument) beskrivs nuläget och förändringar av genusordning och jämställdhet i skolan. Resultaten visar att en genusordning där det manliga ges högre värde består, men att en hel del också har förändrats under de senaste decennierna. De föreställningar och värderingar om kön och genus som kommer till uttryck bland elever och lärare och i läromedel är motsägelsefulla. En lärarkommentar kan sammanfatta huvudtendensen: Jag är emot tendensen att ett kön skulle vara bättre/sämre. Heller talar jag utifrån olika-perspektivet. Olika: men ändå så lika…
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- Gisslevik, Emmalee, 1984, et al.
(author)
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Food in Relation to Sustainable Development Expressed in Swedish Syllabuses of Home and Consumer Studies: At Present and Past
- 2016
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In: Journal of Education for Sustainable Development. - : SAGE Publications. - 0973-4082 .- 0973-4074. ; 10:1, s. 68-87
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Journal article (peer-reviewed)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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- Gisslevik, Emmalee, 1984, et al.
(author)
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Home economics teachers’ perceptions of facilitating and inhibiting factors when teaching sustainable food consumption
- 2018
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In: Sustainability. - : AMER SOC ENGINEERING EDUCATION, 1818 N STREET, NW SUITE 600, WASHINGTON, DC 20036 USA. - 2071-1050. ; 10:5
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Journal article (peer-reviewed)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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- Gisslevik, Emmalee, 1984, et al.
(author)
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Pupils' Participation in and Response to Sustainable Food Education in Swedish Home and Consumer Studies : A Case-Study
- 2019
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In: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 63:4, s. 585-604
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Journal article (peer-reviewed)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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- Gisslevik, Emmalee, 1984, et al.
(author)
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Teaching sustainable food consumption in Home and Consumer Studies: a case study.
- 2017
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In: International Journal of Home Economics. - 1999-561X. ; 10:2, s. 52-63
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Journal article (peer-reviewed)abstract
- The introduction of a sustainable development perspective in Swedish national syllabus of Home Economics, anticipates teachers to facilitate opportunities for pupils to develop knowledge, skills and abilities to assess choices and actions as a consumer from the perspective of sustainable development. The aim of the present study is to explore and describe characteristic features of knowledge content regarding food-related education, implemented from a perspective of sustainable development in a teacher's classroom practice of Home Economics. With a single case study design and critical case sampling, 14 lessons in Grade 8 (pupils aged 14 to 15 years) were analysed using qualitative content analysis. The analysis reveals a knowledge content that places the practice of creating a self/homemade meal in the centre of implementing a perspective of sustainable development, which emerges in three main categories: sustainable food selections, sustainable cooking approaches, and sustainable food utilisation. In conclusion, the study implies that Home Economics could be a school subject that enables systematic education regarding sustainable food consumption with the multi-relational phases of a self/homemade meal practice as teaching ground. However, clarification of what teachers in Home Economics are expected to facilitate in regard to content, width, and depth, when teaching sustainable food consumption in classroom practice is needed.
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