Abstract
Food unites humanity and expresses many aspects of our identity as a person. However food can signify different things depending on what era you are from, who you are and where you live in the world. One way to look at our relationship with food is by exploring how we educate about food.
In New Zealand the Health and Physical Education curriculum utilises a socioecological perspective, where learning about food and nutrition is used to explore factors of influence upon the well-being of individuals, families and communities. The practical components include not only selecting, preparing, cooking and serving food but also engaging students with opportunities in health promotion within their school and/or local community. Another food focus from the Technology curriculum bases food technology within a sociocultural learning theory perspective where learning experiences in food technology are to be explorative, authentic in nature, practical and transformational. Students develop material and ingredient knowledge to formulate food products that meet the needs of a specific audience. Exploration of the impact of target audiences, resources and economic constraints is undertaken to gain understandings and experiences in the development of food products.
This chapter examines the issue of food education in New Zealand, reviewing the past and exploring the current situation. This chapter then explores a theoretical model that presents food as a technological outcome. Specific reference will be made to what components of food could be taught to students at junior secondary level (12–14 years, Year Level 8–10).
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Slatter, W. (2020). A Technological Approach to Secondary Food Education in New Zealand. In: Rutland, M., Turner, A. (eds) Food Education and Food Technology in School Curricula. Contemporary Issues in Technology Education. Springer, Cham. https://doi.org/10.1007/978-3-030-39339-7_5
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