Environmental factors of food literacy in Australian high schools: views of home economics teachers

2016 ◽  
Vol 41 (1) ◽  
pp. 19-27 ◽  
Author(s):  
Rimante Ronto ◽  
Lauren Ball ◽  
Donna Pendergast ◽  
Neil Harris
Keyword(s):  
High Schools ◽  
Environmental Factors ◽  
Home Economics ◽  
Food Literacy

What is the status of food literacy in Australian high schools? Perceptions of home economics teachers

Appetite ◽  
2017 ◽  
Vol 108 ◽  
pp. 326-334 ◽  
Author(s):  
Rimante Ronto ◽  
Lauren Ball ◽  
Donna Pendergast ◽  
Neil Harris
Keyword(s):  
High Schools ◽  
Home Economics ◽  
Food Literacy ◽  
The Status

Teachers' Perceptions of Students' Feelings of Clothing Deprivation

1993 ◽  
Vol 76 (3_suppl) ◽  
pp. 1211-1217
Author(s):  
Sally K Francis ◽  
Debbraw. Demissee
Keyword(s):  
High Schools ◽  
Home Economics ◽  
Teachers Perceptions ◽  
Economics Students ◽  
Perceptions Of Students ◽  
Teachers And Students ◽  
Two Measures

The purpose of this study was to compare teachers' perceptions of the feelings of perceived clothing deprivation among their students with the students' actual feelings. The samples consisted of 336 home economics students in Grades 9 through 12 from 6 high schools and 140 teachers employed by the same 6 schools. Results indicated that there was no difference between teachers and students on two measures of clothing deprivation, Inability to Buy and Clothing Deprivation Relative to Peers. In addition, a number of programs for meeting students' clothing needs were identified by the teachers.

scholarly journals Agrifood systems literacy: Insights from two high schools’ programs in Ontario

2021 ◽  
Vol 8 (4) ◽  
Author(s):  
Alicia Martin ◽  
Marie-Josée Massicotte
Keyword(s):  
High Schools ◽  
Critical Pedagogy ◽  
Food Sovereignty ◽  
Field Research ◽  
Well Being ◽  
Health Food ◽  
Food Literacy ◽  
Agrifood System ◽  
Multiple Dimensions ◽  
Improve Health

Following the increased industrialization and globalization of the prevailing agrifood system, researchers and practitioners have highlighted the detrimental impacts of this model on human health, food security, and the environment. As such, experts and citizens are calling for an increased awareness, through food literacy (FL), to improve health and justice and to transition towards sustainable agrifood systems. Building on field research, critical pedagogy, and existing FL analyses, we argue for incorporating both health and well-being, and agrifood systems dimensions into FL programming. By doing so, FL can contribute to promote individual health, as well as more sustainable agrifood systems policies and practices based on the principles of food sovereignty. Through qualitative research with students and teachers in two Ontario high schools, we explore the content and approaches taken in food-related programming. Aspects of FL among students are also explored in order to highlight their strengths and limitations. Further, we point to the challenges faced by teachers in delivering food-related courses. We propose a conceptual framework that highlights the benefits of including the multiple dimensions of FL as a way to test and improve existing FL programs, and eventually train future generations of teachers, students, and citizens.

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