Abstract
This paper explores the social context of food practices in primary schools in England based on research conducted in 2013–2014 as part of the Sheffield School Food Project. Drawing on the capability approach, and social quality theory, the theoretical framework informed a research methodology enabling exploration of ways in which food practices are related to developing pupil well-being and building school communities. It was found that complex social processes influence the roles of food in primary schools in England. These processes enhance and diminish the likelihood of pupils consuming balanced meals, drinks and snacks across the school day. Moreover it was found that, in addition to nutritional outcomes, food practices are related to wider aspects of individual well-being and the social culture of schools. A key outcome of the research was the development of the School Food Self-Evaluation Toolbox (SET). The School Food SET and related resources aim to empower children and their school communities by providing a set of tools to support the self-evaluation and development of food practices in schools.
Highlights
James et al note, ‘there is a rapidly growing global and public interest in children and food consumption’ (2009, p. 2) and this interest is often linked to health debates and increased concerns about an obesity epidemic
This paper explores the social context of food practices in primary schools in England based on research conducted in 2013–2014 as part of the Sheffield School Food Project
All participating schools exhibited practices related to the Social Quality and Pupil Capability (SQPC) framework, at times the activities served to hinder as well as to promote social quality and pupil capabilities
Summary
James et al note, ‘there is a rapidly growing global and public interest in children and food consumption’ (2009, p. 2) and this interest is often linked to health debates and increased concerns about an obesity epidemic. James et al note, ‘there is a rapidly growing global and public interest in children and food consumption’ 2) and this interest is often linked to health debates and increased concerns about an obesity epidemic. Less attention has been paid to the role of food-related activities in education settings as social practices. On this point, Daniel and Gustafsson remark, ‘the focus remains firmly centred upon what children put into their mouths as opposed to the social context of food and eating’ In terms of understanding food practices it has been argued that, ‘there is a gap in our knowledge about children’s activities as food consumers in public spaces, and hardly any Daniel and Gustafsson remark, ‘the focus remains firmly centred upon what children put into their mouths as opposed to the social context of food and eating’ (2010, p. 268).
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