https://doi.org/10.54825/123459
Michelle Darmody
This article offers a critical reflection on a scoping consultation held in 2019 to examine the opinions of key stakeholders in relation to the place of food education in the Irish primary-school curriculum. The 46 attendees included representatives from four government departments and several health- and food-related organisations. The event marked the coming together of a diverse and high-level group to consider how food education can be delivered in primary schools. Stakeholders’ views were collated in the form of audio recordings, feedback postcards, spectrum questions, and feedback sheets. Thematic analysis was applied to the data collected to generate six themes: policy change, aspects of food-education classes, role of teachers’ confidence, agency and assessment, health discourse, age of engagement, and engaging family. The article also offers insights into the process of conducting a qualitative research study. A broader aim of the event and research described is to encourage continued conversation between researchers, educators, policymakers, and food and health organisations on issues associated with drawing up a roadmap for embedded food education. [DOWNLOAD PDF]
