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Positive Ingredients to Redefining Food Education in Schools in New South Wales, Australia

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Book cover Food Education and Food Technology in School Curricula

Part of the book series: Contemporary Issues in Technology Education ((CITE))

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Abstract

Reflective teaching based on past, present and future experiences and the motivation for teaching food education becomes increasingly relevant as the profession evolves within the framework of curriculum changes and trends currently impacting on food education in Australian schools. As food educators, we should be concerned about current issues and problems relating to food security and sustainability not just on a national level but also on a global scale. If students are to understand and solve problems for the future, we, as the teachers, need to lead the way in widening their view and utilise food as the subject area to achieve this. As a result, the focus of this chapter is to draw upon research and surveyed reflections from current food teachers as a lens to unpack the key influencing factors that will keep food education evolving and relevant for the next generation of students and teachers.

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Authors and Affiliations

  1. Ravenswood School for Girls, Gordon, NSW, Australia

    Donna Owen

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  1. Donna Owen
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Correspondence to Donna Owen .

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Editors and Affiliations

  1. School of Education, University of Roehampton, London, UK

    Marion Rutland

  2. Southern Cross University, Coffs Harbour, NSW, Australia

    Angela Turner

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Owen, D. (2020). Positive Ingredients to Redefining Food Education in Schools in New South Wales, Australia. 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_9

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  • DOI: https://doi.org/10.1007/978-3-030-39339-7_9

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-39338-0

  • Online ISBN: 978-3-030-39339-7

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