Creating a Health and Sustainability Nexus in Food Education: Designing Third Spaces in Teacher Education

Autor/inn/en	Elsden-Clifton, Jennifer; Futter-Puati, Debi
Titel	Creating a Health and Sustainability Nexus in Food Education: Designing Third Spaces in Teacher Education
Quelle	In: Australian Journal of Environmental Education, 31 (2015) 1, S.86-98 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0814-0626
DOI	10.1017/aee.2014.44
Schlagwörter	Health Promotion; Health Education; Preservice Teachers; Course Descriptions; Food; Nutrition Instruction; Teacher Education; Case Studies; Teaching Methods; Sustainability; Elementary School Teachers; Teacher Educators; Teacher Attitudes; Student Attitudes; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Kursstrukturplan; Lebensmittel; Nutrition education; Ernährungserziehung; Lehrerausbildung; Lehrerbildung; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Nachhaltigkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerverhalten; Schülerverhalten; Ausland; Australien
Abstract	There is growing pressure from the public health sector, government, environmental, medical and scientific fields to teach young people about food. However, little is known about pre-service teachers' preparation in this area. This article addresses this gap by providing a case study of one approach to food education, which was purposefully designed to bring together two fields--health education and education for sustainability (EfS)--in teacher education in Victoria, Australia. This article outlines the ways in which this approach has the potential to challenge the conventions of both fields and "spaces" of health (first space) and sustainability (second space), and gave rise to a possible "third space" (Soja, 1996). This article uses data collected from Promoting Health Education, a 10-week course designed for generalist primary school pre-service teachers. It also utilises reflections from pre-service teachers and teacher educators (also the authors) to explore how they navigated first, second and third spaces. In doing so, the authors examine some of the learning potentials and difficulties within third spaces, including: designing third spaces; wrestling with the dominance of first space; complexities of second space; and questioning what might be lost and gained through the design of third spaces. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01