Food and Cooking Skills Education (FCSE) is a complex mix of policy and practicality, educational theory and pedagogy, classroom and government policy. This book shows how FCSE has been at the centre of a tussle between education and policy for decades. It reviews how FCSE has grappled with various significant issues of concern that threaten to marginalise it and pose problems for educational practicalities, as expectations are increased, but resources are squeezed. It assesses the debate about the significance and importance of acquiring practical food and cooking skills in a society where the purchase of ready-made food has become commonplace, and public knowledge of where our food comes from is noticeably lacking. This has contributed to the escalating incidence of diet-related diseases and the attendant cost to society, and threatened environmental sustainability. In turn, governments have reacted by proposals to make practical cooking skills a statutory National Curriculum subject as part of the armoury for tackling such costs. Based on detailed research conducted across England and Wales, as well as comparisons with thirty-five other countries or states, the author makes recommendations for policy to manage this challenge facing contemporary society.

In Everyday Food Practices, Tarunna Sebastian explores the teaching and learning dimensions of people’s food choices and practices as they are played out in their everyday lives and local community. Using multi-sited critical ethnographic methodology, Sebastian followed people on their journeys while planning, shopping, preparing, cooking, and eating food. These journeys reveal that supermarket corporations play a hegemonic role, creating and sustaining class-based diets and cultural dynamics which undermine individual agency. Rebuking corporate hegemony, food education at counter-cultural sites—such as farmers’ markets, food cooperatives, and community gardens—seeks to empower people with knowledge and skills derived from socially and environmentally sustainable food curricula. However, class and ethnicity-based patterns of engagement compromise learning at these sites. Sebastian argues that, by contrast, the embodied experiences of inter-generational, home-based food practices are more effective in teaching sustainable cooking skills and the production of healthy meals.

First published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.

This edited volume explores the intersection of learning and food, both within and beyond the classroom, all within the context of sustainability. Taking a broad pedagogical approach to the question of food, it focuses on learning and change in a number of key sites including schools, homes, communities, and social movements, keeping in mind that we need to learn our way out of our current unsustainable food system and in to more sustainable alternatives.

This best-selling Student Book has been completely revised and updated to match the new Hospitality and Catering Level 1/2 (Technical Award) specification, for first teaching from September 2022. Written by renowned author Anita Tull and reviewed by experienced teacher and examiner Alison Palmer, this engaging student book will support students through their Level 1/2 course. What's new in the 2nd Edition? - Structure and content fully updated to match the new specification precisely. - Completely new assessment sections in line with the new specification. - New content throughout, including extensive new material covering the additional skills and techniques now required for 2.3 Food preparation and cooking techniques. - Content re-organised under new specification Unit and Topic headings and numbering making it easy for students to follow. - New Specification stems signposting to clearly show students which sections of information they need to 'know'; 'know and understand'; 'be aware of' and 'be able to'. - Recipes and Commodities sections available for FREE online. What have we retained? - Language and design tailored to the learning needs of Level 1 and Level 2 students. - Visually stimulating layout to help ensure students engage with the content in a meaningful way, making it highly accessible for lower ability students. - Practical activities together with learning features such as `Put it into Practice' and `Scenarios' to help students translate their knowledge and understanding to the world of work. - Short and extended answer style questions throughout to help prepare students for assessment. - Stretch and challenge activities encourage students to work towards achieving a higher grade, making them particularly useful for higher ability students. - FREE suggested answers to Activities, end of topic Practice questions/Stretch and challenge activities from the new edition, available online. When used in conjunction with our bestselling Study and Revision Guide students will have an unrivalled suite of resources to help them excel with their study of Hospitality and Catering.

Schools and Food Education in the 21st Century examines how schools enact food policy, and through doing so, craft diverse foodscapes that create very different food experiences in schools. The school food policy discourse is made up of an amalgamation of discourses on obesity prevention, nutrition education, welfarism and foodieness. Whilst schools endeavor to enact policy in a variety of ways, this book shows how foodieness is taken up, and can only be taken up differently, in different schools. The book’s unique contribution is to identify the discourse of foodieness and to show how this discourse, whilst seemingly universal, is actually situated in middle-class ideas and is therefore more easily taken up by certain schools. The book argues that the classed nature of foodieness leads to certain food knowledges becoming marginalized or lost and this then positions some schools in tension with their local communities, resulting in widely variant food experiences for children. Earl demonstrates how foodieness is taken up in schools by first exploring how the foodscape at school is shaped by policy and media sources. The book then examines how foodieness is taken up by schools with different SES profiles by showing how food moves through the school day. Asking critical questions on class and poverty that are often overlooked, this book will be of interest to researchers, academics and students working on food issues related to teaching, food, policy and schools in the fields of education, sociology and food studies. It should also be of interest to policymakers, parents and teachers.

The Nutrition-Friendly Schools Initiative (NFSI) was developed in 2006 to provide a framework for ensuring integrated school-based programmes which address the double burden of nutrition-related ill health and to become the nutrition module of the Health Promoting Schools. The NFSI has since been used around the world, including as a self-appraisal tool for schools in 18 countries, in national NFSI programmes and as part of academic research and evaluation projects. The NFSI Framework outlines 26 essential criteria within five broad components: 1. school nutrition policies, 2. awareness and capacity building of the school community, 3. nutrition and health promoting curricula, 4. supportive school environment for good nutrition, and 5. supportive school nutrition and health services. This review summarizes the synthesized evidence from 117 reviews identified as relating to the five components and the 26 essential criteria of the NFSI. The findings may be used — in conjunction with existing UN and WHO guidance and tools — to inform the work of governments, policy-makers and researchers concerned with school-based health and nutrition promotion programmes and initiatives.

"Nutrition education : linking research, theory, and practice, third edition provides a simple, straightforward model for designing effective nutrition education programs that address the personal and environmental influences affecting individual's food choices and assists them in adopting healthy behaviors. Using a six-step process, the third edition integrates research, theory, and practice and provides advice and direction on designing, implementing, and evaluating theory-based nutrition education."--Page 4 de la couverture.

In recent years everyone from politicians to celebrity chefs has been proselytizing about how we should grow, buy, prepare, present, cook, taste, eat and dispose of food. In light of this, contributors to this book argue that food has become the target of intensified pedagogical activity across a range of domains, including schools, supermarkets, families, advertising and TV media. Illustrated with a range of empirical studies, this edited and interdisciplinary volume - the first book on food pedagogies - develops innovative and theoretical perspectives to problematize the practices of teaching and learning about food. While many different pedagogues - policy makers, churches, activists, health educators, schools, tourist agencies, chefs - think we do not know enough about food and what to do with it, the aims, effects and politics of these pedagogies has been much less studied. Drawing on a range of international studies, diverse contexts, genres and different methods, this book provides new sites of investigation and lines of inquiry. As a result of its broad ranging critical evaluation of ’food as classroom’ and ’food as teacher’, it provides theoretical resources for opening up the concept of pedagogy, and assessing the moralities and politics of teaching and learning about food in the classroom and beyond.