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  • 1.
    Granberg, Albina
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Food, Nutrition and Dietetics.
    Höijer, Karin
    Högskolan Kristianstad.
    Olsson, Viktoria
    Högskolan Kristianstad.
    Mattsson Sydner, Ylva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Food, Nutrition and Dietetics.
    Using the Concept of Cuisine to Understand Learning Opportunities within the Subject of Home Economics: A Qualitative Study in the School for Students with Mild Intellectual DisabilitiesIn: International Journal of Home Economics, ISSN 1999-561X, E-ISSN 1999-561XArticle in journal (Refereed)
  • 2.
    Hjälmeskog, Karin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Revolt against the "fusspot" - Positioning oneself as Home Economics teacher2013In: International Journal of Home Economics, ISSN 1999-561X, E-ISSN 1999-561X, Vol. 6, no 2, p. 173-185Article in journal (Refereed)
    Abstract [en]

    Teaching about home and family life has been the task of Home Economics teachers in Sweden for more than hundred years. The school subjects were introduced as part of a societal struggle to better the living conditions for individuals and families. The Home Economics teacher was instructed to transform natural science language understandable to the girls and teach about healthy living. Since 1962 the school subject ‘Home Economics’, now named ‘Home and consumer studies’(HCS), is mandatory for both boys and girls. The teachers teaching the subject, are positioned and positioning themselves in a play of different ways of being HCS teacher. The aim of the study is to examine how HCS teachers position and thus construct themselves. Eight teachers were interviewed. The analysis was undertaken in two steps, first, a HSC-teacher stereotype was established - the typical HCS teacher - as described by the interviewees. Second, a shift was made beyond these dominant beliefs/truths about the profession to locate other stories about of HCS-teacher. The typical HCS teacher was described as a fusspot, proper, whining, lecturing, and as one who knows ‘the right way’. The results reveal how this description has impact on the possibilities for the HCS teacher in school today to be professional and to work according to present steering documents. Furthermore, the results also show how the teachers resist and question the stereotypical picture of the HCS teacher, which thus becomes seriously challenged. Today there are not one but several ways of positioning oneself as HCS teacher. 

  • 3.
    Lange, Marie
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Food, Nutrition and Dietetics.
    Palojoki, Päivi
    University of Helsinki.
    Göranzon, Helen
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Food, Nutrition and Dietetics.
    Marklinder, Ingela
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Food, Nutrition and Dietetics.
    Food safety teaching influenced by frames, traditions and subjective selections2017In: International Journal of Home Economics, ISSN 1999-561X, E-ISSN 1999-561X, Vol. 10, no 1, p. 79-88Article in journal (Refereed)
    Abstract [en]

    In Sweden, Home and consumer studies (HCS) are mandatory for all students in compulsory school. This means that schools have the possibility to educate all future consumers in Sweden. Qualitative interviews were performed with ten HCS teachers. A thematic content analysis was performed on the transcribed interviews. Three themes were found, which all had the potential to influence the teachers' didactic choices. Frame control includes different frames within the school, for example, budget, lesson time, syllabus, which could imply limitations on the teaching. HCS teaching was characterised by many similarities and routines, which were often performed without reflection, and these were included in the theme Traditional HCS learning environment. The third theme Subjective selections were characterised by the teachers' individual experiences, knowledge and risk perception. The result indicates that important food safety risk areas risked being neglected or minimalised in the HCS teaching due to limiting frames, non-reflective HCS teaching traditions, or the teachers' lack of knowledge and risk awareness. This could have consequences for what is transferred to the students and thereby influence the student's learning process in relation to food safety.

  • 4.
    Lindblom, Cecilia
    et al.
    Umeå University, Faculty of Social Sciences, Department of Food and Nutrition.
    Erixon Arreman, Inger
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Bohm, Ingela
    Umeå University, Faculty of Social Sciences, Department of Food and Nutrition.
    Hörnell, Agneta
    Umeå University, Faculty of Social Sciences, Department of Food and Nutrition.
    Group work interaction among pupils In Home and Consumer Studies in Sweden2016In: International Journal of Home Economics, ISSN 1999-561X, E-ISSN 1999-561X, Vol. 9, no 1, p. 35-53Article in journal (Other academic)
    Abstract [en]

    The aim of the study was to describe and analyze different types of group work during Home and Consumer Studies lessons in four Swedish schools, located in two different municipalities. Observations of pupils' practical tasks were carried out in six classrooms, and video/sound recorded. Study participants totaled 44 pupils (11 – 16 years old). Qualitative content analysis of the observations showed four different types of group work; 1) integrated, 2) expert (appointed by the kitchen partner/s and self-appointed), 3) divided, and 4) parallel. The most important finding was that pupils belonging to a self-appointed expert group, a divided group or a parallel group did not have the best conditions for learning. The integrated type appeared more conducive to individual learning than the other three. As a result, teachers have to be aware that non-functioning group work can negatively impact pupils' possibility of achieving the grade-related tasks for the subject. 

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