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BETA
Höijer, Karin, Universitetslektor i mat- och måltidskunskapORCID iD iconorcid.org/0000-0003-3948-5714
Alternative names
Publications (10 of 17) Show all publications
Höijer, K., Lindö, C., Mustafa, A., Nyberg, M., Olsson, V., Rothenberg, E., . . . Wendin, K. (2020). Health and sustainability in public meals: an explorative review. International Journal of Environmental Health Research and Public Health, 17, 1-16
Open this publication in new window or tab >>Health and sustainability in public meals: an explorative review
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2020 (English)In: International Journal of Environmental Health Research and Public Health, ISSN 1687-9805, Vol. 17, p. 1-16Article in journal, Editorial material (Refereed) Published
Abstract [en]

The world is facing a number of challenges related to food consumption. These are, on the one hand, health effects and, on the other hand, the environmental impact of food production. Radical changes are needed to achieve a sustainable and healthy food production and consumption. Public and institutional meals play a vital role in promoting health and sustainability, since they are responsible for a significant part of food consumption, as well as their “normative influence” on peoples’ food habits. The aim of this paper is to provide an explorative review of the scientific literature, focusing on European research including both concepts of health and sustainability in studies of public meals. Of >3000 papers, 20 were found to satisfy these criteria and were thus included in the review. The results showed that schools and hospitals are the most dominant arenas where both health and sustainability have been addressed. Three different approaches in combining health and sustainability have been found, these are: “Health as embracing sustainability”, “Sustainability as embracing health” and “Health and sustainability as separate concepts”. However, a clear motivation for addressing both health and sustainability is most often missing

Place, publisher, year, edition, pages
MDPI, 2020
Keywords
health; sustainability; public meals; Europe
National Category
Food Science
Identifiers
urn:nbn:se:hkr:diva-20276 (URN)10.3390/ijerph17020621 (DOI)
Available from: 2020-01-19 Created: 2020-01-19 Last updated: 2020-01-21Bibliographically approved
Hjälmeskog, K. & Höijer, K. (Eds.). (2019). Didaktik för hem- och konsumentkunskap (1ed.). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Didaktik för hem- och konsumentkunskap
2019 (Swedish)Collection (editor) (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2019. p. 183 Edition: 1
National Category
Didactics
Identifiers
urn:nbn:se:hkr:diva-20443 (URN)9789151100463 (ISBN)
Available from: 2020-02-27 Created: 2020-02-27 Last updated: 2020-02-27Bibliographically approved
Höijer, K. (2019). Förnyad undervisning om mattraditioner: en lesson study. In: : . Paper presented at Hem- och konsumentkunskap, Skolporten, 7-8 maj 2019.
Open this publication in new window or tab >>Förnyad undervisning om mattraditioner: en lesson study
2019 (Swedish)Conference paper, Oral presentation only (Other (popular science, discussion, etc.))
National Category
Educational Sciences
Identifiers
urn:nbn:se:hkr:diva-19277 (URN)
Conference
Hem- och konsumentkunskap, Skolporten, 7-8 maj 2019
Note

Ej belagd 2019-05-13

Available from: 2019-05-09 Created: 2019-05-09 Last updated: 2019-05-13Bibliographically approved
Hjälmeskog, K. & Höijer, K. (2019). HK-didaktik på läroplansteoretisk grund. In: Karin Hjälmeskog och Karin Höijer (Ed.), Didaktik för hem- och konsumentkunskap: (pp. 49-68). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>HK-didaktik på läroplansteoretisk grund
2019 (Swedish)In: Didaktik för hem- och konsumentkunskap / [ed] Karin Hjälmeskog och Karin Höijer, Malmö: Gleerups Utbildning AB, 2019, p. 49-68-Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2019
National Category
Didactics
Identifiers
urn:nbn:se:hkr:diva-20439 (URN)978-91-511-0046-3 (ISBN)
Available from: 2020-02-27 Created: 2020-02-27 Last updated: 2020-02-27Bibliographically approved
Höijer, K. (2019). How where home economics education takes place matters: didactic perspectives on the classroom. In: NERA2019, Uppsala, March 6-9, 2019: . Paper presented at NERA2019.
Open this publication in new window or tab >>How where home economics education takes place matters: didactic perspectives on the classroom
2019 (English)In: NERA2019, Uppsala, March 6-9, 2019, 2019Conference paper, Oral presentation only (Refereed)
National Category
Didactics
Identifiers
urn:nbn:se:hkr:diva-20442 (URN)
Conference
NERA2019
Available from: 2020-02-27 Created: 2020-02-27 Last updated: 2020-02-27Bibliographically approved
Hjälmeskog, K. & Höijer, K. (2019). Inledning. In: Karin Hjälmeskog och Karin Höijer (Ed.), Didaktik för hem- och konsumentkunskap: (pp. 9-21). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Inledning
2019 (Swedish)In: Didaktik för hem- och konsumentkunskap / [ed] Karin Hjälmeskog och Karin Höijer, Malmö: Gleerups Utbildning AB, 2019, p. 9-21-Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2019
National Category
Didactics
Identifiers
urn:nbn:se:hkr:diva-20438 (URN)978-91-511-0046-3 (ISBN)
Available from: 2020-02-27 Created: 2020-02-27 Last updated: 2020-02-27Bibliographically approved
Biörklund Helgesson, M., Gerberich, J., Höijer, K., Nyberg, M., Olsson, V., Rothenberg, E. & Wendin, K. (2019). Verksamhetsberättelse Mat- och Måltidsvetenskap 2018. Kristianstad: Kristianstad University Press
Open this publication in new window or tab >>Verksamhetsberättelse Mat- och Måltidsvetenskap 2018
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2019 (Swedish)Report (Other (popular science, discussion, etc.))
Abstract [sv]

Året inleddes med en ny organisation för Högskolan Kristianstad och bildandetav fyra nya fakulteter. Avdelningen för Mat- och måltidsvetenskapingår numera i Fakulteten för Naturvetenskap tillsammans med avdelningenför Datavetenskap och avdelningen för Miljö och biologi. Det varinte bara för HKR som det gångna året innebar organisatoriska förändringarutan även för vår avdelning.Bitte Müller Hansen gick i pension efter nästan tio år som programansvarigför Gastronomiprogrammet och avdelningschef. Bitte har betytt oerhörtmycket för utveckling av programmet och har lagt ner stort engagemangi såväl utbildningen, som i sina kontakter med studenter och medarbetsmarknaden.

Place, publisher, year, edition, pages
Kristianstad: Kristianstad University Press, 2019. p. 26
Keywords
verksamhetsberättelse mat måltid 2019
National Category
Food Engineering
Identifiers
urn:nbn:se:hkr:diva-19155 (URN)978-91-87973-38-3 (ISBN)
Available from: 2019-03-13 Created: 2019-03-13 Last updated: 2019-03-15Bibliographically approved
Sepp, H., Höijer, K. & Wendin, K. (2016). Barns matvanor ur ett sensoriskt och pedagogiskt perspektiv. Uppsala
Open this publication in new window or tab >>Barns matvanor ur ett sensoriskt och pedagogiskt perspektiv
2016 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Uppsala: , 2016. p. 37
Series
Rapport / Livsmedelsverket ; National Food Administration, ISSN 1104-7089 ; 2016:11
National Category
Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:hkr:diva-15488 (URN)
Available from: 2016-06-08 Created: 2016-06-08 Last updated: 2018-01-10Bibliographically approved
Sepp, H. & Höijer, K. (2016). Food as a tool for learning in everyday activities at preschool: an exploratory study from Sweden. Food & Nutrition Research, 60(1), Article ID 32603.
Open this publication in new window or tab >>Food as a tool for learning in everyday activities at preschool: an exploratory study from Sweden
2016 (English)In: Food & Nutrition Research, ISSN 1654-6628, E-ISSN 1654-661X, Vol. 60, no 1, article id 32603Article in journal (Refereed) Published
Abstract [en]

Background: There is a need for research both in relation to food education at preschools and in relation to how the individual teacher can handle and relate to the many different scientific facts and paradigms that are prevalent in relation to food, health, and a sustainable lifestyle.

Objective: The aim of this study was to explore the experiences and meanings that preschool teachers associate with involving food as a tool for learning in planned educational activities.

Design: An exploratory study was conducted in 14 preschools with 131 teachers. Twenty semi-structured individual or group interviews with 45 preschool staff were conducted, and 10 interviews were selected for analysis.

Results: According to participants, both children and teachers developed a sensory language; children became more positive towards tasting and teachers discovered new possibilities for interdisciplinary work. However, the results also show that an allowing system, with both an interested and confident teacher who recognises the competent child and a supportive organisation, is needed in order to make food a meaningful tool for learning in preschool.

Discussion: According to previous studies, food has the potential to play an important part in everyday activities at preschool, both in planned educational activities as well as at meal situations. Our results imply that a holistic understanding of food in preschool is required for long-term work with food as a natural part of the everyday activities.

Conclusion: The results imply that it is fun and meaningful for both children and teachers, and quite possible, to work with food as a tool for learning in everyday activities at preschool. In order to include food as a way to work with the preschool curriculum for a sustainable lifestyle, an allowing system is needed.

Keywords
Preschool, teacher, meal education, food education, Sapere, cooking
National Category
Other Social Sciences not elsewhere specified
Identifiers
urn:nbn:se:hkr:diva-16159 (URN)10.3402/fnr.v60.32603 (DOI)000396880900001 ()27717411 (PubMedID)
Available from: 2017-04-19 Created: 2016-10-07 Last updated: 2017-11-13Bibliographically approved
Sepp, H. & Höijer, K. (2016). Food as a tool for learning in preschool: an exploratory study from Sweden. In: Abstract book NERA 2016: social justice, equality and solidarity in education. Paper presented at NERA 2016 Social Justice, Equality and Solidarity in Education, 9-11 March, Helsinki, Finland.
Open this publication in new window or tab >>Food as a tool for learning in preschool: an exploratory study from Sweden
2016 (English)In: Abstract book NERA 2016: social justice, equality and solidarity in education, 2016Conference paper, Poster (with or without abstract) (Refereed)
National Category
Other Social Sciences
Identifiers
urn:nbn:se:hkr:diva-15650 (URN)
Conference
NERA 2016 Social Justice, Equality and Solidarity in Education, 9-11 March, Helsinki, Finland
Note

In Sweden, most children aged 1–5 years are enrolled in preschool, where they have one or more meals per day. A great deal of learning about food and eating occurs early in life, especially regarding preferences for taste and attitudes towards food. Food, eating practices and meals culture are thus experienced by young children both at home and at preschool. Despite this, Swedish preschool teachers have very little theoretical and practical knowledge about preschool’s role and responsibility for children’s food habits. Several studies (eg. Mikkelsen et al. 2014, Dev and McBride 2013) as well as the American Diet Association (Benjamin Neelon and Briley 2011) and the European Food Information Council (EUFIC) argue that children’s education concerning a healthy lifestyle is an important key to good health. As of 1998 Sweden has a specific curriculum for preschool with goals that specify the orientation of the work (The Swedish National Agency for Education 2011). Although the curriculum is very comprehensive and the expected developments are very detailed, the curriculum does not include food or meals, either from a health or a learning perspective. The aim of this study was to explore the experiences and the meanings that preschool teachers associate with involving different pedagogical methods in their everyday activities. 14 preschools in the south of Sweden were included in the study which involved working with two books based on two specific pedagogic methods: Sensory education, so-called Sapere (Algotson, Öström, and Alfredsson 2011), and Cook and learn step-by-step (Andersson 1994). Six months later, 20 semi-structured individual or group interviews with 45 preschool staff were conducted during preschool hours, held in 10 different preschools. A theory of social constructionism was used as a tool for analyses. The results show that support, both individual and structural, is needed in order to make food meaningful among educational activities in preschool. The lack of experienced individual and/or structural support makes it hard to integrate food as a natural part of planned educational activities. There is no potential at all to work with food if both individual and structural support is missing. However, if either individual or structural support is lacking, it may still be possible to work with food during a limited time, as was the case with the reported project. To enable long-term work, with food as a natural part of the educational activities and with food as a way to work with the preschool curriculum as well as national goals for public health and environment, both individual and structural support is required. The preschool teachers need knowledge, skills and tools, as well as the support of managers concerning both organisation and the allocation of resources. Otherwise the success of implementing food as a tool for learning relies on enthusiasts who consider it important that food should be integrated as a natural part of the planned educational activities in preschool.

Available from: 2016-08-01 Created: 2016-08-01 Last updated: 2017-05-08Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-3948-5714

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