Gymnastik- och idrottshögskolan, GIH

The overall aim of this thesis analyzes and discusses the importance of food for health as educational content in Home Economics (HE). More specifically, the educational content of food and health is examined through analysis of meanings expressed in syllabi and in teachers' talk.  This thesis shows different constructions of the educational content regarding the importance of food for health. Furthermore this thesis highlights and problematizes that there are different views on what this content includes, as well as the relationship between facts and values in this educational content.

Two research questions have guided this investigation:

This thesis focuses on the importance of food for health as educational content in Home Economics (HE). More specifically, the educational content of food and health is examined through analysis of meanings expressed in syllabi and in teachers' talk.

• What meanings concerning the importance of food for health are constructed in syllabi of home economics 1962-2011?
• What meanings concerning food in relation to health are constructed in teachers' talk about teaching?

The two research questions are addressed in three studies: one syllabi text study (paper I) and two studies where the empirical data is constructed through six focus group interviews including 27 participating teachers (paper II and III). The thesis has a theoretical basis in curriculum studies, and the didactical questions serve as part of an analytical approach. Furthermore, a discursive approach to analyze meaning making is used. The findings show that the educational content of food in relation to health is constructed in different ways. There is more than one way to develop a healthy lifestyle according to the educational content of HE. Moreover, the result shows challenges in education of food in relation to health concerning the multi-dimensional content and concerning the values and normativity in what should be included when teaching about healthy lifestyles. These challenges are discussed in term of the large number of values that are linked to the choice of food consumption. Lastly, the dissertation illuminates the importance of continuing to theorize about teachers’ views of educational content and discussing teachers’ awareness of their own epistemic perspectives when teaching.