Food Literacy – Food ‘Bildung’
concepts and understandings
Jette Benn
Institute of Education, Aarhus University
2014
1
Questions
•
•
•
•
•
Why deal with food – my history!
What is food
What is literacy and food literacy (review)?
What is food ‘Bildung’?
Which meaning does it have for educational and
didactical (in the broad sense) considerations?
• Which research themes and developmental
works could be relevant?
2
My history –
research and empirical experiences
• Food experiences: care, breeding, education,
impressions
• Children’s meeting with food in school, in
teaching and lunch break
• Action research and developmental work within
home economics – text books
• Children’s experiences and understanding
interview studies, essays, observations
3
What is food?
Model of the levels of food
(Benn, 2009, 2013)
4
‘Food is a complex case. It’s consumption is
universal, mundane and polyvalent.
Everyone eats, most eat several times a day
without much reflection; yet the activity
is integrally connected with many other
highly meaningful aspects of living.
It is meaningful because social;’
(Warde 1997 s. 181)
5
Food literacy review
Search words
Food literacy, nutrition literacy,
kitchen literacy, cooking literacy
Children and adolescents
Introductory – Google Scholar, all bases of our
searchings
library (AU Library)
Searching
Proquest, peer reviewed,
Language
English, German, Swedish,
Norwegian
Hits
221
Selection
21
Chosen
14 + 2 (books not included)
6
Literacy
• Reading the word and the world
(Freire, 1987)
• ‘A dialectical relationship between human beings and
the world’ (Giroux i: Freire & Macedo, 1987)
• ‘To be well educated, learned’ (UNESCO, 2013)
1) as an autonomous set of skills
2) as applied, practised and situated
3) as a learning process
4) as text
7
Food literacy concerns & causes
• Lack of knowledge of where food comes from
(Vileisis, 2008)
• Lack of cooking and consumer skills – deskilling
(Caraher & Lang, 1998 Caraher et al, 1999, Jaffe & Gertler, 2006,
Thonney & Bisogni, 2006)
• Lack of knowledge concerning the ability to read
and understand nutrition messenges
• The growing ‘obsogenic’ society
• To develop a new concept and aim for food
education
8
Review results
1. Theoretical research of the literacy concept 6 examples, no 1, 2, 3, 4, 7, 11,14, 16.
2. Empirical surveys (with theoretical
approaches to FL) – examples, no 6, 9, 11,
13, 15.
3. Educational programs and guidelines based
upon on 1) and /or 2) and/or 3) – 3 examples,
no. 5, 8, 12
4. Intervention study – 1 example, no. 14
9
No., Author(s)
Year
1.Bartsch, S
2008
Title
Method
Subjektorientierung in Theoretical analysis
der Ernährungs- und
Gesundheitsbildung
2.Block, LG, et al
2011
From Nutrients to
Theoretical analysis
Nurturance: A
Conceptual
Introduction to Food
Well-being
3.Bublitz, MG et al The Quest for Eating
Theoretical analysis
2011
Right: Advancing Food
Well-being
4.Carlsen, HB
Food and aesthetics
Theoretical analysis
2011
5.Evers, Tony
2009
6.FordyceVoorham, S
2011
Building skills for
health literacynutrition
Program built on
Wisconsin Model,
Academic Standards
for Nutrition &
National Health &
Ed. standards.
Identification of
Empirical study.
Essential Food Skills
Interviews of experts
for Skill-based
within food,
Healthful Eating
nutrition, and
Programs in Secondary education
Schools.
General perspectives
Remarks
Uses educational, didactical competence oriented In German
German concept and Antonovsky’s concepts
sense of coherence as meaningfulness,
manageability, comprehensibility
Suggest a paradigm shift from foods seen as health Suggest a 5-pin
to food well-being (FWB). Food literacy is seen as 1 wheel model
of 4 parts of FWB both at societal and individual
level. Builds on Nutbeam,
Food literacy is seen as one part of 5 core areas of
food wellbeing. Food literacy is knowledge of
nutrition and foods, and cooking.
Food ‘Bildung’ is based on Klafki’s understanding
as self-determination, participatory democracy
(citizenship) & solidarity built on 6 different
dimensions of ‘Bildung’ and on aesthetic
philosophy
Content of nutrition literacy described as
Nutrition, food safety, critical thinking skills,
nutrition for health promotion, diversity,
identification & classification of food.
In Danish,
suggest more
models for
learning and
aesthetic
experience
Primarily a
handbook for
nutrition
profes-sionals
Social constructivist paradigm used and grounded
theory to identify essential food skills.
10
No., Author(s) Title
Year
Method
General perspectives
Remarks
7.Heindl, I
2003
Theoretical analysis
based of European
works of health
education and health
literacy theory.
Food Bildung involves the consideration
of 7 theses necessary for education,
meaning to deal both with foods,
meals, nutrition and eating in a critical
and aesthetic perspective.
German textbook
for teacher
education, home
economics and
health
Curriculum program
Food literacy builds on ‘hands on’
physical acitivities (growing), cooking,
science and social studies to increase
‘food literacy’.
Empirical study of
private food courses,
and participants’
motives to join.
Food education is understood here as
food literacy, and as a conservative
ideal to cook at home, and to keep
feminine traditional ideals concerning
food.
Empirical study, content
analysis of posts
regarding cooking
education in Australia,
refers to the health
literacy concept of
StLeger
Concept map from findings, 3 themes
were seen: Informal food literacy,
formal food literacy learning I schools,
formal food literacy in home
economics.
Studienbuch
Ernährungsbildung.
Ein europäisches
Konzept zur
schulischen
Gesundheitsförderung
8. Nowak, AJ, Building Food Literacy
Kolouch, G,
and positive
Schneyer, L & Relationships with
Roberts, KH, Helathy Food in
2012
children through
School Gardens
9. Kimura,
Food education as
AH, 2010
food literacy:
privatized and
gendered food
knowledge in
contemporary Japan
10.Pendergast Insight from the
, D, Garvis, S, Public on Home
Kanasa H
economics and
2011
Formal Food Literacy.
Nutbeams health
literacy components
transferred to food
literacy.
11
No., Author(s)
Year
11.Smith, MG
2009
Title
Method
General perspectives
Food or nutrition literacy?
What concept should guide
Home Economics education
Food and nutrition literacy is related to
Nutbeam's health literacy components.
12.Schnögl, S
et al,
2009
Savoury dishes for adult
education and counseling
Food Literacy Report with
guidelines and toolbox
Theoretical and empirical
analysis of some curricula
hold against health
literacy
Food literacy program and
toolbox
13.Snyder, S
2009
Ethnographies of Taste:
Theoretical and empirical
Cooking, Cuisine, and Cultural study, analysis of four
Literacy
works
‘Food literacy is the ability to organize
one’s everyday nutrition in a selfdetermined, responsible and enjoyable
way.’(p.9)
Remarks
Targeted
towards
adult
education, &
socially
disadvantage
d groups
Food literacy draws on the following
components: Meals, and meal
preparation, food skills, nutrition
knowledge, food involvement, and
cooking
14.Thomas, H Cook it up! A communityCooking literacy program Food literacy seen as ability to healthy
& Irwin, JD
based cooking program for
for adolescents – a
food choices, skills and knowledge to
at-risk youth: overview of a
community intervention
buy, grow and cook food with
food literacy intervention
implications for improving health
15.Vidgen, H & What is food literacy and
Empirical survey - phone Eight potential components of food
A conceptual
Gallegos, D
does it influence what we
interviews and online
literacy were identified: Access, planning model was
2011
eat: A Study of Austalian food surveys of Australian food & management, selection, knowledge of developed.
experts
experts understanding of food origin, preparation, eating,
food literacy.
nutrition, and language
16.Vidgen, H & Food literacy: Time for a new Theoretical literature
Gallegos, D
term or just another
review.
2011
buzzword
Food literacy : Meals, and meal
preparation, food skills, nutrition
knowledge, food involvement, and
cooking
12
Results – food literacy
1.
2.
3.
4.
5.
as a general educational food ‘Bildung’ (1,7,4)
as part of food well-being (2,3)
as cultural literacy (13)
as growing and cooking literacy (5,8, 9,partly)
as health education and health literacy (11, 12,
14)
6. as experienced by the public, participants, and
professionals within food area ( 6, 8, 13, 9)
7. as health and nutrition intervention (12)
13
Figure 2:
Levels of food and literacy (Benn, 2014)
14
1.
General educational food literacy/‘Bildung’
•
•
Nutrition literacy
• Health literacy
Consumer literacy
 Salutogenetic oriented learning
 Competence oriented learning
 Everyday life oriented learning
 Subject
 Social relations
 Society
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• 1. General educational food literacy/‘Bildung’
Productivity regarding
handicraft and technology
and in the home
The enjoyable and
responsible dealing
with own body.
Human
relationshipsthe sociality
Cognitive
possibilities
Co- decision
t
The ability to make ethical
& political decisions and to
take ethical & political
actions.
Aesthetic abilities and
judgement
Food ‘Bildung’ according to Carlsen, H.B. in Klafki’s Bildung Model (Carlsen, 2010,
Klafki, 2005)
16
Examples of food literacy as a general food ‘Bildung’ –
Ernährungsbildung:
7 theses in relation to ‘Food Bildung’
1. Thesis: sensibility and enjoyment is related to eating
2. Thesis: eating experience is closely related to memories
(earlier experiences)
3. Thesis: nutrition, eating and food is means to communication
4. Thesis: personal and collective work and responsibility has
changed
5. Thesis: modern foods represents wishes and projections from
everyday life
6. Thesis: poverty in wealth makes illness
7. Thesis: conclusive: lack of Bildung diminishes life quality and
shortens life
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2. Food literacy as part of food well-being
• conceptual or declarative knowledge, procedural
knowledge
• ability or opportunity and motivation to apply or use that
knowledge(ibid. p.7)
18
3. Food literacy as cultural literacy
• Cultural literacy or kitchen literacy draws on the
following components: Meals, and meal
preparation, food skills, nutrition knowledge,
food involvement, and cooking.
• The conclusion is ‘food literacy is so important to
understanding not only our food, but our culture.
Understanding culture, then, demands knowing
about ourselves and all our culture’s intricate,
messy, cultural, political, yet tasty, elements. ‘
(Snyder, 13)
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4. Food literacy through practical courses growing and cooking literacy
•
•
•
•
•
Growing and cooking food is necessary so ‘they form personal opinions about food and
learn that, even at their age, they can create dishes they enjoy eating’ (Novak ,8, p.393)
and they
‘are becoming part of the food supply chain for the school lunch program. They gain an
appreciation of the hard work and effort by farmers and the safety concerns of all
people that handle the food from the farm to their school’ (Novak, 8, p.393)
Food literacy is defined as ‘supporting people all over Europe with organizing their
everyday nutrition in a self-determined, responsible and enjoyable way’ (Schnögel, p.7).
And as ‘a contribution towards the sustainable, democratic development of European
citizenship’ (p. 7)
Nutrition literacy is ‘The capacity of an individual to obtain, interpret and understand
basic health information and services, along with the competence to use such
information and services in ways that enhance health. Health-literate citizens are critical
thinkers, problem solvers, and self-directed learners’ (Evers, 5, p. ix)
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5. Food literacy as health literacy
1) Food literacy as functional, interactive and critical
(Smith, 2009, no. 11 and Vidgen & Gallegos, 2011, no. 16)
2) ‘Food literacy as an educational goal means adding that component
to our ideal of an educated person’ (Smith p.57),
3) ‘A food literate student would understand that there are what
Vaines (1999) calls “Many Ways of Knowing”. That is ‘life world (the
world of lived experience); Scientific (analytic/empirical; interpretive;
critical science) and Narrative’ (Smith, p.57).
4) Learners are ‘co-creators’ (Smith from Pollan)
5) Food literacy is seen if taken seriously as if ‘the ordinary task of
everyday life such as food provision become meaningful and sacred’
(Smith, p.59)
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6. a. Food literacy understood by
professionals, participants and public
Professionals in the food area:
• ‘A critical component to include in a skill-based healthful eating
program.
• Food is mainly as an individual’s ability to read, understand, and act
upon labels on fresh, canned, frozen, processed and takeout food.’
(Fordyce- Voorham p. 119)
Public Views on food literacy:
• Three main themes came out: Informal food literacy learning,
formal food food literacy in general and formal literacy in home
economics classes. A great part of the respondents (36%) found
that food literacy should be informal learning and be a
responsibility of the parents whereas 18% found it was necessary to
learn formal in school within home economics, and 23% asked for
more compulsory teaching. (Pendergast, Garvis & Kanasa)
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6 B Food literacy in food ed. courses
Kimura’s Critique
•
‘Idealiazation of “a family meal” where families sit together to eat dinner,
•
“food from scratch” made at home could exabcerbate the conservative cultural
mood that nostalgically constructs an ideal past which revolves around the
“traditional” (and implicitly heterocexual and upper-middle class) family
completed by its male breadwinner-female homemaker icon’ (p.466)
•
food literacy is seen as a narrow concept, which is ‘embedded in the power
configuration of society’ (p.466)
Kimuras visions
• food education to hold a broader societal perspective and wishes ‘the food literacy
framework contrasted with a more structural understanding of food-related
behaviors and practices as functions of cultural and social influence, one’s class
position, gender stereotypes, social infrastructure, and the macrosturcture of food
and agricultural systems’ (p.480).
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7. Food literacy as health intervention
• Food literacy defined as ‘ the ability to make healthy food choices
by having the skills and knowledge necessary to buy, grow, and cook
food with implications for improving health’ (p.2). ’
• Objective was to provide education and to increase skills and
awareness of agriculture, healthy eating, food preparation, and
food purchasing skills.’ (p.2)’
• Courses as hand-on food literacy education that highlighted general
nutrition, food safety, selection, preparation, and cooking skills’(p.2)
• Evaluation – pre and post baseline measures (Thomas & Irwin,
2011, no. 12)
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Competencies
Aims
Examples
To know
Understanding of coherence
(knowing)
Prudency and ability to make decisions
e.g. To know coherence between intakes and
health
To do
Everyday life competencies
(capable and cope-able)
Practical and technical competencies
e.g. grow, lifeworld concerning foodracy
llowing.choose and cook to handle everyday
life problems
To sense and
express
Aesthetic impression and
expression
Explore, experience , and express with all
senses
e.g. food through cooking and tasting
To want
Responsibility and willingness
(participation and action)
Citizenship and democracy
e.g. to participate in solving general food
problems in society
To be
Caring
Ethical considerations concerning oneself,
others and environment
e.g. choices reflecting care
Competencies regarding food literacy/ ‘Bildung’
(Benn, 2013)
25
Aspects
Broad understandings
Narrow understandings
Aims
Empowerment, self-decision, codecision and critical understanding
concerning food, meals and well-being
Food literacy as plain literacy;
understanding nutrition informations,
recipes and labels
Healthy choices, proper nutrition
and/or cooking competencies.
Gendered – female education
Content
Food from production to eating.
All aspects of nutrition, foods, meals,
diets in a critical view concerning both
the individual, the group and society
Exemplary, student oriented themes.
Food seen as single issues aspects:
Cooking, growing, nutrition, diet, …
Systematic courses external/teacher
decided
Competencies
Knowing, doing, experiencing,
exploring, being.
Cultural skills in a broad sense
Reading skills/Academic skills
Growing, consuming, cooking skills in a
narrow sense
Setting
From micro to macro
Mainly micro
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27
The ’gatekeeper’ role
•
•
•
•
•
•
•
•
Choices by numerous ’gates’
Who chooses for who?
What is chosen? why?
How is food prepared? Served?
How is food eaten? why?
Where?
With whom?
What does this mean for food literacy?
28
”Food for me”
Featured by preferences
for:
• Foods & dishes
• Taste
• Place/environment
• Time
• Feelings
”Diet for others”
Featured by considerations
concerning:
• Foods & nutrients
• Health & illnesses
• Economy
• Moral
• Prohibitions
”ego-centric consumer”
”eco-centrered producer”
Food for me and diet for others (Benn 2009 s.206)
29
’Food Literacy’ is related to knowledge
and experiences from
• The life world – a world of lived experiences
• Sciences - analysis, empirical, interpretation –
critical understanding
• Narrative stories
(Smith inspirered by Vaines, 2009)
30
Central aspects regarding food
literacy/’food Bildung’*
•
•
•
•
Actuality
Content – all parts/issues concerning food
Competencies
Trans- or inter-disciplinary views
* Ines Heindl (2003): Studienbuch Ernährungsbildung, p.89
31
Traditionel
- Healthy nutrition behavior
- True or untrue
(independant of situation)
- Normative
(demands, calculable)
- Societal value oriented
alienated decision
New
Aims
- Conscious and selfdecided food act
- gunstigt/ugunstigt
(dependant of situation)
- emancipatory
(demands and wishes)
-subjective value oriented
Self decision, own responsibility
Didactics
- Systematic teaching courses
- Scientific orientered
(subject/item structurered)
- Teaching knowledges
(e.g. nutrition knowledge: nutrients,kJ,
daily diets)
- Good advices, often not applicable in
everyday life
- Exemplary learning and teaching
- Student orientered
- Action orientered
- Sciences serve as informaiton giver
(assists in orientation & decision)
- Conrete usable, learn to act, related to
everyday life
Ernährungserziehung, Selbst-Bewusstsein und Eigenverantwortlichkeit – Forderungen und
32
Überforderungen (Methfessel, 1996, i Benn’s translation)
Relevant research themes and
developmental works?
• Food Literacy – Food Bildung, further theoretical
illumination and development of concepts related to
educational outcomes such as action competence
• Children’s ’food literacy/’Bildung’ in
institutionelsettings through active participation
• Practical prudency as part of food literacy – the
practical issue in literacy and ‘Bildung’
• The meaning of sensoric and aesthetic in food literacy
• Development of exemplaray food projects cross
boarders
• Development of new ´laboratories´ for development
and experiencing – food work places
33