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Teaching and learning cooking skills in Home Economics: what do teachers for students with mild intellectual disabilities consider important to learn?
Kristianstad University, School of Education and Environment, Avdelningen för Mat- och måltidsvetenskap. Kristianstad University, Research Environment Food and Meals in Everyday Life (MEAL). Uppsala University.ORCID iD: 0000-0002-8104-7323
Kristianstad University, School of Education and Environment, Avdelningen för Mat- och måltidsvetenskap. Kristianstad University, Research Environment Food and Meals in Everyday Life (MEAL).ORCID iD: 0000-0003-2450-066X
Uppsala University.
2017 (English)In: British Food Journal, ISSN 0007-070X, E-ISSN 1758-4108, Vol. 119, no 5, p. 1067-1078Article in journal (Refereed) Published
Abstract [en]

Purpose - The purpose of this paper is to explore which elements of cooking skills Home Economics (HE) teachers in schools for students withmild intellectual disability (ID) consider important for their students to learn. Design/methodology/approach - In total, 22 qualitative interviews with HE teachers of students with mild ID were conducted. The transcripts were analyzed thematically using the sociocultural approach on learning and knowledge as a theoretical framework. Findings - The elements of cooking skills that were emphasized included mastering the language of cooking, measuring, following recipes, representing an instrumental and task-centered - knowledge on cooking. Practical implications - The results of this study provide an insight into cooking lessons in HE in schools, not only regarding the focus that teachers give to cooking skills, but also to how cooking skills can be understood on a theoretical level. This has implications for both regular schools and schools for students with mild IDs since the elements that teachers consider important then guide what the students are given to learn. Teachers should be conscious that the planning of lessons should also be based on the students' specific circumstances and context. Originality/value - To the authors' knowledge, this is the first study that provides knowledge about how HE teachers reason regarding which cooking skills they consider important for students to learn. HE is taught to both children and adolescents, and it is important to investigate teachers' perceptions about the subject and how the teaching is organized, including cooking skills.

Place, publisher, year, edition, pages
2017. Vol. 119, no 5, p. 1067-1078
Keywords [en]
Teaching, Cooking skills, Home Economics, Sociocultural theory on learning
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:hkr:diva-16997DOI: 10.1108/BFJ-09-2016-0435ISI: 000402881100009OAI: oai:DiVA.org:hkr-16997DiVA, id: diva2:1121468
Available from: 2017-07-11 Created: 2017-07-11 Last updated: 2018-09-21Bibliographically approved
In thesis
1. Koka sjuda steka: ett sociokulturellt perspektiv på matlagning i hem- och konsumentkunskap på grundsärskolan
Open this publication in new window or tab >>Koka sjuda steka: ett sociokulturellt perspektiv på matlagning i hem- och konsumentkunskap på grundsärskolan
2018 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

In Swedish schools, the subject Home Economics (HE) is the formal setting for teaching and learning about food and how to cook. All students are obliged to learn HE, but in schools for students with mild intellectual disabilities (ID) students are offered four times as much teaching in the subject than students in regular schools. However, this learning context is underexplored. This thesis aims to create an understanding of what cooking in HE is by studying the teaching content in regard to HE cooking practices for students with mild ID through a sociocultural standpoint. Accompanying observations and qualitative semi-structured interviews were used for data collection. The observations included 16 lessons in HE in schools for students with mild ID. The interviews were conducted with 22 qualified and experienced HE teachers. Field notes from the observations and transcripts from the interviews were analyzed using a thematic analysis. A sociocultural perspective, along with the concept of cuisine, constituted the theoretical framework. The findings reveal that the teaching of cooking in HE is focused on one particular artifact, the recipe. This causes difficulties for the students concerning skills related to the design, purport and arithmetic of the recipe. The prominent role of the recipe in cooking in HE was hence captured in a novel concept, recipe literacy. The teachers also reported using a task-centered approach to teaching certain techniques and methods, such as frying, kneading and simmering. The cuisine that is represented in the data from the observations and interviews is framed within baking, primarily sweet baking. The focus on sweet baking and the students’ various difficulties when using recipes limited the possibilities for students to learn how to cook proper meals for everyday life. Thereby, a conscious choice of dishes and attention to didactics is necessary to improve the validity of the subject. By overcoming such obstacles, opportunities can therefore be created for students with mild ID to learn how to cook.

Place, publisher, year, edition, pages
Uppsala: Acta Universitatis Upsaliensis, 2018. p. 82
Keywords
Home Economics, Food Culture, Cooking, Teaching, Learning, Students with intellectual disabilities., Hem- och konsumentkunskap, matkultur, matlagning, recept, sociokulturella perspektiv, grundsärskolan, Hem- och konsumentkunskap, matkultur, matlagning, recept, sociokulturella perspektiv, grundsärskolan
National Category
Social Sciences
Identifiers
urn:nbn:se:hkr:diva-18662 (URN)
Opponent
Supervisors
Available from: 2018-09-21 Created: 2018-09-21 Last updated: 2018-09-21Bibliographically approved

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Granberg, AlbinaOlsson, Viktoria

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