INSTRUMENTOS DE INVESTIGACION

The food system professionals’ opinions of the Food Studies curriculum contents and suggested modifications are presented under three themes:

(i) Positive evaluation of the curriculum, (ii) Concerns about the curriculum, and (iii) Proposed amendments to the curriculum.

Theme 1: Positive evaluation of the curriculum

Comprehensive and exciting curriculum: The new curriculum was viewed

favourably by most participants. The majority (n=24) used terms such as comprehensive, exciting, interesting, positive, timely, important, good, and logical in expressing their views about the overall curriculum. Moreover, 13 participants appreciated the broad food system approach in this curriculum and believed that

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students would get a strong understanding of food and food systems through this approach.

I think that’s what the strength of this course is, it’s not just looking at food pyramids and all the rest of it. It’s a very broad, multi- disciplinary approach to food, so I think it’s good. (P3: Researcher/ Author; Food Movement sector)

Importance of units: Many participants (n=16) believed that all four of the

proposed units were important. According to the frequency of comments, the unit considered to be the most important was Unit 4: Food issues, challenges, and futures (n=20) followed by Unit 3: Food in daily life (n=17), Unit 2: Food makers (n=15), and finally Unit 1: Food Origins (n=11).

Thirteen participants commented on the ‘Environment and ethics’ study area of Unit 4. In particular, they liked the inclusion of equitable access to food and food security, environmental sustainably, and the environmental effects of food production. For example:

There’s very little public awareness of those issues [environmental sustainability] currently. I personally think that it’s hugely important that, it is a part of this curriculum. (P23: Research Fellow; Food Trends sector)

Unit 3 covers the science of food, physiology of eating and digestion, and food choices for healthy living topics. It was viewed by nine participants as important.

I think the science of food, that’s the kind of scientific underpinnings of nutrition and health and wellbeing. (P7: Nutritionist/ Lecturer; Food Movement sector)

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Nine participants saw the ‘Food industries’ study area of Unit 2 as an opportunity to provide information about the food system. Moreover, 10 participants appreciated the recipe development, and food preparation sections of ‘Food in the home’ study area of this unit. For instance:

Knowing the industry itself, knowing the whole supply chain, where things are grown, how they’re grown, and how they’re transformed into food stuff, how they’re distributed through into the retail environment, and how they’re picked up in the home is absolutely important. (P10: Lecturer; Marketing sector)

Five participants appreciated the discussion of global food systems in the ‘Food around the world’ study area and six praised the inclusion of Indigenous foods and food patterns in the ‘Food in Australia’ study area of Unit 1.

I think it’s important for students to know where the different cuisines come from, where the different ingredients come from, what the historical origins of some of those foods are, and then I think importantly, what Indigenous food in Australia is. I think there’s been a lack of connection there in a lot of students. (P10: Lecturer; Marketing sector)

Theme 2: Concerns about the curriculum

Doubts about the feasibility of delivery: Six participants doubted the feasibility of

teaching the curriculum in any depth over a two year period. For example: […..] is it feasible to cover so much in one course of study? I have no idea how it might be altered to make sure that everything could be looked at in this sort of depth that it needs. (P11: Dietitian/ Lecturer; Nutrition sector)

Some other concerns were expressed. Three participants wondered if the curriculum could accommodate students with different skill levels. Four participants stressed the importance of linking the different units and avoiding

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overlap between them. The important roles of teachers, teaching guides, and tools in the successful delivery of this curriculum was mentioned by four participants.

Theme 3: Proposed amendments to the curriculum

Modifications to Food origins unit: Twelve participants suggested modifications

to Unit 1. Eight thought this unit would not stimulate the interest of the students. The majority of them suggested placing less emphasis on this unit and reducing the teaching time devoted to it.

[….] the history of it [Food origins], perhaps doesn’t need the same level of coverage as the other areas. That’s one area that, I think could perhaps reduce down a little bit. (P11: Dietitian/ Lecturer; Nutrition sector)

Three participants believed that there is a good opportunity to make students aware of Indigenous food cultures through this unit. They suggested discussing Indigenous food production methods and the use of Indigenous ingredients in modern dishes.

Modifications to Food makers unit: Twenty participants proposed amendments

to Unit 2. Eleven stressed the importance of making students more conscious of primary food production and suggested discussion around growing foods, farmers’ roles and their problems, and different types of food production such as genetically modified crops, community gardens, organic farming, and small-scale domestic food growing. For example:

I would love everybody to understand the link between good farming or regenerative farming, and human health and environmental health. (P8: Fruit Farmer; Agriculture sector)

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Furthermore, six participants believed that innovation and marketing-related topics should be introduced.

I think the innovation part is interesting and essential (P30: Research Director; Consumer Affairs area)

Other suggestions for this unit included: inclusion of processes and places associated with food distribution and guidelines and standards related to food processing and distribution (mentioned by five), and giving more weight to domestic cooking, and related practical activities (mentioned by four).

Modifications to Food in daily life unit: Twenty-two participants proposed

changes to Unit 3. Seven believed that health and nutrition awareness and promotion should be included in ‘Food choice, health and wellbeing’ study area. They stressed that students should be taught about the public health burden of poor diets and the role of current dietary patterns in NCDs. For example:

[….] learning a bit about the role that food has played, and will continue to play in our public health in terms of the current diseases that we’re experiencing in Australia [….] (P13: Dietitian/ Nutrition Programme Manager; Nutrition sector)

Four participants suggested giving more emphasis to the nutritional aspects of food. Three suggested including food trends and fad diets.

Two concerns were expressed about the ‘The science of food’ study area. Three participants suggested that a more analytical approach should be taken to the introduction of the dietary guidelines and three others questioned the inclusion of food allergies and intolerances.

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Modifications to Food issues, challenges, and futures unit: Nineteen participants

suggested modifications to Unit 4. Seven indicated the importance of equity- related issues in the food system and suggested discussions about food security, food sovereignty, social justice and food politics in the ‘Environment and ethics’ study area.

[…..] It could also be worth exploring ideas of food sovereignty. Because food security often comes down to questions of do we have enough, rather than questions of is this the food that we want? [....] (P20: Lecturer; Food Service sector)

Six participants wanted the environmental effects of modern food production and environmentally sustainable food production methods to be included. Two gave some examples of food system and environmental sustainability relationships.

[……] from a health point of view, dairy or milk is a really good choice. From an environmental sustainability point of view it’s the most water intensive products that we have here. We need people to understand, children to understand that as well… (P23: Research Fellow; Food Trends sector)

There were some other suggestions for this study area. Four participants suggested discussing issues such as the impacts of intensive agriculture, heavy chemical inputs associated with food production, and the welfare of farm labourers and animals. Three participants suggested the inclusion of the effects of climatic changes on food systems.

Six participants suggested the inclusion of health star ratings (an Australian food label guidance system), nutrition information panels, and the scientific rationale behind those schemes in the ‘Navigating food information’ study area.

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The health star rating, I think could be here as a tool to help in terms of labelling and reading. (P14: Nutritionist; Consumer Affairs area)

Importance of practical activities: Seven participants mentioned the need to

provide a strong practical basis for the curriculum.

One suggestion is ‘make it [curriculum] practical’ and ‘keep it [curriculum] fun’. (P18: Marketing Manager; Fruit and Vegetable Market sector)

Nineteen participants proposed the inclusion of specific practical activities. Ten wanted cooking to be an integral part of the curriculum and suggested that cooking activities be used to initiate discussion around complex food issues as well as to develop students’ food skills. For example:

[.…] learning about food through cooking and eating, and through the conversations that happen around cooking and eating, [….] (P23: Research Fellow; Food Trends sector)

Ten participants suggested site visits as important practical activities. They suggested primary food production sites, food processing sites, food retailing sites, food service sites, and food testing sites. For example:

[….] visit a farm, show the students where the food comes from and how it gets to your plate. (P18: Marketing Manager; Fruit and Vegetable Market sector)

Five participants suggested experts in the food system should visit secondary schools to make students aware of real world food problems.

The other thing we could do is to have industry representatives come and present pictures of things behind the scene …. (P30: Research Director; Consumer Affairs area)

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Other suggestions for practical activities included: the growing of food crops (mentioned by four), volunteering and internships in the food sector (mentioned by four) especially on farms, in kitchens, and food relief and rescue organisations. Three participants suggested the use of case studies about food system issues and three others suggested practicals related to Indigenous foods.

4.4.3. Potential career pathways and future training options for students who