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Food Literacy – Food ‘Bildung’ concepts and understandings

Jette BennInstitute of Education, Aarhus University

2014

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Questions

• Why deal with food – my history!• What is food• What is literacy and food literacy (review)?• What is food ‘Bildung’?• Which meaning does it have for educational and

didactical (in the broad sense) considerations? • Which research themes and developmental

works could be relevant?

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My history – research and empirical experiences

• Food experiences: care, breeding, education, impressions

• Children’s meeting with food in school, in teaching and lunch break

• Action research and developmental work within home economics – text books

• Children’s experiences and understanding interview studies, essays, observations

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Model of the levels of food(Benn, 2009, 2013)

What is food?

Foods

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‘Food is a complex case. It’s consumption is universal, mundane and polyvalent. Everyone eats, most eat several times a day without much reflection; yet the activity is integrally connected with many other highly meaningful aspects of living. It is meaningful because social;’

(Warde 1997 s. 181)

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Food literacy reviewSearch words Food literacy, nutrition literacy,

kitchen literacy, cooking literacy Children and adolescents

Introductory –searchings

Google Scholar, all bases of our library (AU Library)

SearchingLanguage

Proquest, peer reviewed, English, German, Swedish, Norwegian

HitsSelection Chosen

221 21 14 + 2 (books not included)

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Literacy• Reading the word and the world

(Freire, 1987)• ‘A dialectical relationship between human beings and

the world’ (Giroux i: Freire & Macedo, 1987)• ‘To be well educated, learned’ (UNESCO, 2013)

1) as an autonomous set of skills2) as applied, practised and situated3) as a learning process4) as text

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Food literacy concerns & causes

• Lack of knowledge of where food comes from (Vileisis, 2008)

• Lack of cooking and consumer skills – deskilling (Caraher & Lang, 1998 Caraher et al, 1999, Jaffe & Gertler, 2006, Thonney & Bisogni, 2006)

• Lack of knowledge concerning the ability to read and understand nutrition messenges

• The growing ‘obsogenic’ society• To develop a new concept and aim for food

education

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Review results1. Theoretical research of the literacy concept -

6 examples, no 1, 2, 3, 4, 7, 11,14, 16.2. Empirical surveys (with theoretical

approaches to FL) – examples, no 6, 9, 11, 13, 15.

3. Educational programs and guidelines based upon on 1) and /or 2) and/or 3) – 3 examples, no. 5, 8, 12

4. Intervention study – 1 example, no. 14

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No., Author(s)Year

Title Method General perspectives Remarks

1.Bartsch, S2008

Subjektorientierung in der Ernährungs- und Gesundheitsbildung

Theoretical analysis Uses educational, didactical competence oriented German concept and Antonovsky’s concepts sense of coherence as meaningfulness, manageability, comprehensibility

In German

2.Block, LG, et al2011

From Nutrients to Nurturance: A Conceptual Introduction to Food Well-being

Theoretical analysis Suggest a paradigm shift from foods seen as health to food well-being (FWB). Food literacy is seen as 1 of 4 parts of FWB both at societal and individual level. Builds on Nutbeam,

Suggest a 5-pin wheel model

3.Bublitz, MG et al2011

The Quest for Eating Right: Advancing Food Well-being

Theoretical analysis Food literacy is seen as one part of 5 core areas of food wellbeing. Food literacy is knowledge of nutrition and foods, and cooking.

4.Carlsen, HB2011

Food and aesthetics Theoretical analysis Food ‘Bildung’ is based on Klafki’s understanding as self-determination, participatory democracy (citizenship) & solidarity built on 6 different dimensions of ‘Bildung’ and on aesthetic philosophy

In Danish, suggest more models for learning and aesthetic experience

5.Evers, Tony2009

Building skills for health literacy-nutrition

Program built on Wisconsin Model, Academic Standards for Nutrition & National Health & Ed. standards.

Content of nutrition literacy described as Nutrition, food safety, critical thinking skills, nutrition for health promotion, diversity, identification & classification of food.

Primarily a handbook for nutrition profes-sionals

6.Fordyce-Voorham, S2011

Identification of Essential Food Skills for Skill-based Healthful Eating Programs in Secondary Schools.

Empirical study.Interviews of experts within food, nutrition, and education

Social constructivist paradigm used and grounded theory to identify essential food skills.

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No., Author(s)Year

Title Method General perspectives Remarks

7.Heindl, I2003

Studienbuch Ernährungsbildung. Ein europäisches Konzept zur schulischen Gesundheitsförderung

Theoretical analysis based of European works of health education and health literacy theory.

Food Bildung involves the consideration of 7 theses necessary for education, meaning to deal both with foods, meals, nutrition and eating in a critical and aesthetic perspective.

German textbook for teacher education, home economics and health

8. Nowak, AJ, Kolouch, G, Schneyer, L & Roberts, KH,2012

Building Food Literacy and positive Relationships with Helathy Food in children through School Gardens

Curriculum program Food literacy builds on ‘hands on’ physical acitivities (growing), cooking, science and social studies to increase ‘food literacy’.

9. Kimura, AH, 2010

Food education as food literacy: privatized and gendered food knowledge in contemporary Japan

Empirical study of private food courses, and participants’ motives to join.

Food education is understood here as food literacy, and as a conservative ideal to cook at home, and to keep feminine traditional ideals concerning food.

10.Pendergast, D, Garvis, S, Kanasa H2011

Insight from the Public on Home economics and Formal Food Literacy.

Empirical study, content analysis of posts regarding cooking education in Australia, refers to the health literacy concept of StLeger

Concept map from findings, 3 themes were seen: Informal food literacy, formal food literacy learning I schools, formal food literacy in home economics.

Nutbeams health literacy components transferred to food literacy.

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No., Author(s)Year

Title Method General perspectives Remarks

11.Smith, MG2009

Food or nutrition literacy? What concept should guide Home Economics education

Theoretical and empirical analysis of some curricula hold against health literacy

Food and nutrition literacy is related to Nutbeam's health literacy components.

12.Schnögl, S et al,2009

Savoury dishes for adult education and counselingFood Literacy Report with guidelines and toolbox

Food literacy program and toolbox

‘Food literacy is the ability to organize one’s everyday nutrition in a self-determined, responsible and enjoyable way.’(p.9)

Targeted towards adult education, & socially disadvantaged groups

13.Snyder, S2009

Ethnographies of Taste: Cooking, Cuisine, and Cultural Literacy

Theoretical and empirical study, analysis of four works

Food literacy draws on the following components: Meals, and meal preparation, food skills, nutrition knowledge, food involvement, and cooking

14.Thomas, H & Irwin, JD

Cook it up! A community-based cooking program for at-risk youth: overview of a food literacy intervention

Cooking literacy program for adolescents – a community intervention

Food literacy seen as ability to healthy food choices, skills and knowledge to buy, grow and cook food with implications for improving health

15.Vidgen, H & Gallegos, D2011

What is food literacy and does it influence what we eat: A Study of Austalian food experts

Empirical survey - phone interviews and online surveys of Australian food experts understanding of food literacy.

Eight potential components of food literacy were identified: Access, planning & management, selection, knowledge of food origin, preparation, eating, nutrition, and language

A conceptual model was developed.

16.Vidgen, H & Gallegos, D2011

Food literacy: Time for a new term or just another buzzword

Theoretical literature review.

Food literacy : Meals, and meal preparation, food skills, nutrition knowledge, food involvement, and cooking

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Results – food literacy 1. as a general educational food ‘Bildung’ (1,7,4)2. as part of food well-being (2,3)3. as cultural literacy (13)4. as growing and cooking literacy (5,8, 9,partly)5. as health education and health literacy (11, 12,

14)6. as experienced by the public, participants, and

professionals within food area ( 6, 8, 13, 9)7. as health and nutrition intervention (12)

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Figure 2:

Food

Wel

l-Bei

ng

Food Literacy – Food ‘Bildung’

Nutrition literacy

Food literacy Cooking literacy

Cultural literacy

Levels of food and literacy (Benn, 2014)

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1. General educational food literacy/‘Bildung’

• Nutrition literacy• Health literacy

• Consumer literacy

Salutogenetic oriented learning Competence oriented learning Everyday life oriented learning

Subject Social relations Society

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Food ‘Bildung’ according to Carlsen, H.B. in Klafki’s Bildung Model (Carlsen, 2010, Klafki, 2005)

Co- decision

Food literacy/ Food ’Bildung

Solidarity

The enjoyable and responsible dealing with own body.

Human relationships- the sociality

t

Productivity regarding handicraft and technology and in the home

Cognitive possibilities

The ability to make ethical & political decisions and to take ethical & political actions.

Aesthetic abilities and judgement

• 1. General educational food literacy/‘Bildung’

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Examples of food literacy as a general food ‘Bildung’ – Ernährungsbildung:

7 theses in relation to ‘Food Bildung’

1. Thesis: sensibility and enjoyment is related to eating2. Thesis: eating experience is closely related to memories (earlier experiences)3. Thesis: nutrition, eating and food is means to communication4. Thesis: personal and collective work and responsibility has changed5. Thesis: modern foods represents wishes and projections from everyday life6. Thesis: poverty in wealth makes illness7. Thesis: conclusive: lack of Bildung diminishes life quality and shortens life

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2. Food literacy as part of food well-being

• conceptual or declarative knowledge, procedural knowledge

• ability or opportunity and motivation to apply or use that knowledge(ibid. p.7)

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3. Food literacy as cultural literacy• Cultural literacy or kitchen literacy draws on the

following components: Meals, and meal preparation, food skills, nutrition knowledge, food involvement, and cooking.

• The conclusion is ‘food literacy is so important to understanding not only our food, but our culture. Understanding culture, then, demands knowing about ourselves and all our culture’s intricate, messy, cultural, political, yet tasty, elements. ‘

(Snyder, 13)

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4. Food literacy through practical courses - growing and cooking literacy

• Growing and cooking food is necessary so ‘they form personal opinions about food and learn that, even at their age, they can create dishes they enjoy eating’ (Novak ,8, p.393) and they

• ‘are becoming part of the food supply chain for the school lunch program. They gain an appreciation of the hard work and effort by farmers and the safety concerns of all people that handle the food from the farm to their school’ (Novak, 8, p.393)

• Food literacy is defined as ‘supporting people all over Europe with organizing their everyday nutrition in a self-determined, responsible and enjoyable way’ (Schnögel, p.7).

• And as ‘a contribution towards the sustainable, democratic development of European citizenship’ (p. 7)

• Nutrition literacy is ‘The capacity of an individual to obtain, interpret and understand basic health information and services, along with the competence to use such information and services in ways that enhance health. Health-literate citizens are critical thinkers, problem solvers, and self-directed learners’ (Evers, 5, p. ix)

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5. Food literacy as health literacy

1) Food literacy as functional, interactive and critical(Smith, 2009, no. 11 and Vidgen & Gallegos, 2011, no. 16) 2) ‘Food literacy as an educational goal means adding that component to our ideal of an educated person’ (Smith p.57),

3) ‘A food literate student would understand that there are what Vaines (1999) calls “Many Ways of Knowing”. That is ‘life world (the world of lived experience); Scientific (analytic/empirical; interpretive; critical science) and Narrative’ (Smith, p.57). 4) Learners are ‘co-creators’ (Smith from Pollan)

5) Food literacy is seen if taken seriously as if ‘the ordinary task of everyday life such as food provision become meaningful and sacred’ (Smith, p.59)

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6. a. Food literacy understood by professionals, participants and public

Professionals in the food area:• ‘A critical component to include in a skill-based healthful eating program. • Food is mainly as an individual’s ability to read, understand, and act upon

labels on fresh, canned, frozen, processed and takeout food.’ (Fordyce- Voorham p. 119)

Public Views on food literacy:• Three main themes came out: Informal food literacy learning, formal food

food literacy in general and formal literacy in home economics classes. A great part of the respondents (36%) found that food literacy should be informal learning and be a responsibility of the parents whereas 18% found it was necessary to learn formal in school within home economics, and 23% asked for more compulsory teaching. (Pendergast, Garvis & Kanasa)

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6 B Food literacy in food ed. coursesKimura’s Critique

• ‘Idealiazation of “a family meal” where families sit together to eat dinner,

• “food from scratch” made at home could exabcerbate the conservative cultural mood that nostalgically constructs an ideal past which revolves around the “traditional” (and implicitly heterocexual and upper-middle class) family completed by its male breadwinner-female homemaker icon’ (p.466)

• food literacy is seen as a narrow concept, which is ‘embedded in the power configuration of society’ (p.466)

Kimuras visions • food education to hold a broader societal perspective and wishes ‘the food literacy

framework contrasted with a more structural understanding of food-related behaviors and practices as functions of cultural and social influence, one’s class position, gender stereotypes, social infrastructure, and the macrosturcture of food and agricultural systems’ (p.480).

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7. Food literacy as health intervention

• Food literacy defined as ‘ the ability to make healthy food choices by having the skills and knowledge necessary to buy, grow, and cook food with implications for improving health’ (p.2). ’

• Objective was to provide education and to increase skills and awareness of agriculture, healthy eating, food preparation, and food purchasing skills.’ (p.2)’

• Courses as hand-on food literacy education that highlighted general nutrition, food safety, selection, preparation, and cooking skills’(p.2)

• Evaluation – pre and post baseline measures (Thomas & Irwin, 2011, no. 12)

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Competencies Aims Examples

To know

Understanding of coherence (knowing)

Prudency and ability to make decisionse.g. To know coherence between intakes and health

To do

Everyday life competencies(capable and cope-able)

Practical and technical competenciese.g. grow, lifeworld concerning foodracy llowing.choose and cook to handle everyday life problems

To sense and express

Aesthetic impression and expression

Explore, experience , and express with all sensese.g. food through cooking and tasting

To want

Responsibility and willingness (participation and action)

Citizenship and democracy e.g. to participate in solving general food problems in society

To be

Caring

Ethical considerations concerning oneself, others and environment e.g. choices reflecting care

Competencies regarding food literacy/ ‘Bildung’ (Benn, 2013)

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Aspects Broad understandings Narrow understandings

Aims Empowerment, self-decision, co-decision and critical understanding concerning food, meals and well-being

Food literacy as plain literacy; understanding nutrition informations, recipes and labelsHealthy choices, proper nutrition and/or cooking competencies. Gendered – female education

Content Food from production to eating.All aspects of nutrition, foods, meals, diets in a critical view concerning both the individual, the group and societyExemplary, student oriented themes.

Food seen as single issues aspects: Cooking, growing, nutrition, diet, …Systematic courses external/teacher decided

Competen-cies

Knowing, doing, experiencing, exploring, being. Cultural skills in a broad sense

Reading skills/Academic skills Growing, consuming, cooking skills in a narrow sense

Setting From micro to macro Mainly micro

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The ’gatekeeper’ role

• Choices by numerous ’gates’• Who chooses for who?• What is chosen? why?• How is food prepared? Served?• How is food eaten? why?• Where?• With whom? • What does this mean for food literacy?

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”Food for me”Featured by preferencesfor:• Foods & dishes• Taste • Place/environment• Time• Feelings

”ego-centric consumer”

”Diet for others”Featured by considerations

concerning:• Foods & nutrients• Health & illnesses • Economy• Moral• Prohibitions

”eco-centrered producer”

Food for me and diet for others (Benn 2009 s.206)

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’Food Literacy’ is related to knowledge and experiences from

• The life world – a world of lived experiences• Sciences - analysis, empirical, interpretation –

critical understanding• Narrative stories

(Smith inspirered by Vaines, 2009)

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Central aspects regarding food literacy/’food Bildung’*

• Actuality • Content – all parts/issues concerning food• Competencies • Trans- or inter-disciplinary views

* Ines Heindl (2003): Studienbuch Ernährungsbildung, p.89

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Traditionel NewAims

- Healthy nutrition behavior- True or untrue (independant of situation)- Normative (demands, calculable)- Societal value oriented alienated decision

- Conscious and selfdecided food act- gunstigt/ugunstigt (dependant of situation)- emancipatory (demands and wishes)-subjective value oriented

Self decision, own responsibility

Didactics

- Systematic teaching courses- Scientific orientered (subject/item structurered)- Teaching knowledges (e.g. nutrition knowledge: nutrients,kJ, daily diets)- Good advices, often not applicable in everyday life

- Exemplary learning and teaching- Student orientered- Action orientered- Sciences serve as informaiton giver (assists in orientation & decision)

- Conrete usable, learn to act, related to everyday life

Ernährungserziehung, Selbst-Bewusstsein und Eigenverantwortlichkeit – Forderungen und Überforderungen (Methfessel, 1996, i Benn’s translation)

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Relevant research themes and developmental works?

• Food Literacy – Food Bildung, further theoretical illumination and development of concepts related to educational outcomes such as action competence

• Children’s ’food literacy/’Bildung’ in institutionelsettings through active participation

• Practical prudency as part of food literacy – the practical issue in literacy and ‘Bildung’

• The meaning of sensoric and aesthetic in food literacy• Development of exemplaray food projects cross boarders• Development of new ´laboratories´ for development and

experiencing – food work places