Abstract
Food consumption has been largely researched in many areas. Most extant studies have highlighted the influences of socio-economic and cultural factors on people’s eating habits. These studies inform policy strategies by proposing campaigns and methods to improve nutritional intake among people of diverse socio-economic and geographical backgrounds. At the same time, they implicitly point out that food consumption may carry educational values that are co-constructed through food eaters’ engagement with the world. This requires researchers to go beyond the current methodological approaches that epistemologically focus on the factors that influence nutritional intake and eating habits. While little is known about educational values produced from food consumption, this article suggests a conceptual model based on Vygotsky’s social constructivism to do so. This model comprises of the three variables: factors that influence the multiple ways food is consumed, learning processes derived from the effects of these influences, and educational values that are produced from these processes. It suggests an ontological approach to understanding the educational meanings of food consumption and eating habits.
Recommended Citation
Nguyen, Chi Hong; Tran, Toan Quoc; Huynh, Hay Ngoc; Pham, Linh Thuy; and Le, Chi Thien Huu
(2021)
"Re-conceptualizing food consumption and its educational values,"
Essays in Education: Vol. 27:
Iss.
1, Article 5.
Available at:
https://openriver.winona.edu/eie/vol27/iss1/5
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Other Food Science Commons
