Background:

Activities to foster food literacy in young people are increasingly common in schools, driven both by the public health sector and by curriculum mandates from education officials in government. In Canada, both Kindergarten–Grade 12 (K-12) classroom teachers and educators from community organisations deliver food literacy education programmes in schools, often framed as partnerships working in the interests of young people.

Objective:

The study examines the alignment between what both classroom teachers and community educators state are the desired outcomes for students of their food literacy education work and the topics/activities they engage in with students.

Design, setting and method:

We surveyed and interviewed teachers and community educators in British Columbia, Canada, and utilised participant observation and secondary data from food literacy education network activities.

Results:

Shared food literacy education goals and topics/activities were evident in the responses of classroom teachers and community educators. Teachers framed their food literacy education programmes around the curriculum-as-plan – in this case, the provincial curriculum known as the BC Curriculum – and then enacted a lived curriculum that students experienced in the classroom. Community educators offered programmes that were initially designed to meet their organisation’s focus, but which varied in terms of how much of the BC Curriculum was addressed.

Conclusion:

Our results show broad alignment between teachers and community educators in food literacy education goals and practices; however, there is potential to increase this alignment and build stronger partnerships that support teachers in enacting the BC curriculum and meeting the needs of their students.

中文翻译：

---

“我们都在一起”：调查致力于 K-12 食品素养教育的跨部门合作伙伴关系

背景：

在公共卫生部门和政府教育官员的课程要求的推动下，培养年轻人食品素养的活动在学校越来越普遍。在加拿大，幼儿园至 12 年级 (K-12) 的课堂教师和社区组织的教育工作者都在学校提供食品知识教育计划，通常以合作伙伴关系的形式为年轻人的利益服务。

客观的：

该研究考察了课堂教师和社区教育工作者所陈述的学生在食品素养教育工作中的期望结果与他们与学生参与的主题/活动之间的一致性。

设计、设置和方法：

我们对加拿大不列颠哥伦比亚省的教师和社区教育工作者进行了调查和访谈，并利用了参与者观察和来自食品素养教育网络活动的二手数据。

结果：

在课堂教师和社区教育工作者的回应中，共同的食品素养教育目标和主题/活动是显而易见的。教师围绕课程计划制定了他们的食品素养教育计划——在这种情况下，是被称为 BC 课程的省级课程——然后制定了学生在课堂上体验的生动课程。社区教育工作者提供的计划最初是为了满足他们组织的重点而设计的，但在解决 BC 课程的多少方面有所不同。

结论：

我们的结果表明，教师和社区教育工作者在食品素养教育目标和实践方面有着广泛的一致性；但是，有可能增加这种一致性并建立更强大的伙伴关系，以支持教师制定 BC 课程并满足学生的需求。