How Educational Staff in European Schools Reform School Food Systems through 'Everyday Practices'

Autor/inn/en	Jones, Mat; Ruge, Dorte; Jones, Verity
Titel	How Educational Staff in European Schools Reform School Food Systems through 'Everyday Practices'
Quelle	In: Environmental Education Research, 28 (2022) 4, S.545-559 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jones, Mat) ORCID (Ruge, Dorte) ORCID (Jones, Verity)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2022.2032608
Schlagwörter	Educational Change; Food; Health Behavior; Environmental Education; Case Studies; Foreign Countries; Exchange Programs; Nongovernmental Organizations; Theory Practice Relationship; Educational Practices; Teacher Attitudes; Cross Cultural Studies; Holistic Approach; Sustainability; Action Research; Communities of Practice; Cooking Instruction; Nutrition Instruction; Preschool Education; Elementary Secondary Education; Administrator Attitudes; Educational Environment; Teaching Methods; Program Descriptions; Czech Republic; United Kingdom (England); Denmark + Suchen Sie Ihr Suchwort? Bildungsreform; Lebensmittel; Health behaviour; Gesundheitsverhalten; Umweltbildung; Umwelterziehung; Umweltpädagogik; Case study; Fallstudie; Case Study; Ausland; Exchange programme; Exchange program; Exchange programmes; Austauschprogramm; Theorie-Praxis-Beziehung; Bildungspraxis; Lehrerverhalten; Cultural comparison; Kulturvergleich; Holistischer Ansatz; Nachhaltigkeit; Projektforschung; Community; Nutrition education; Ernährungserziehung; Pre-school education; Vorschulerziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching method; Lehrmethode; Unterrichtsmethode; Tschechische Republik; Dänemark
Abstract	Schools are recognized as important locales for education and action to change food-related environmental and health behaviours. Research shows the potential for a whole school systems approach to integrate educational activities, food in school, and wider food-related interactions. However, little attention has been given to how theory is put into practice in terms of reforming school food practices in the everyday routines and commitments of schooling. This study aimed to identify how school practitioners operationalise whole systems approaches. The context was an exchange programme involving schools and national school food non-governmental organisations in England, Denmark, and the Czech Republic. Using case study design, the research involved school practitioner interviews and critical group reflection. Participants adopted perspectives and identified actions to create solutions in real-world practice settings, such as themes around, 'persistence, passion and belief'; 'bending the rules' 'supportive, respectful, and united teams'; 'having a holistic vision', 'resistance', and 'making-do'. Drawing upon a conceptual framework concerned with taking an integrated approach, we suggest that these 'everyday practices' have a critical role in food systems reform in schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01