HOME ECONOMICS: A SOCIO-PRACTICAL FIELD

It is suggested that Home Economics is a socio-practical field, and an account of this new concept together with a consideration of the relation of theory and practice in a socio-practical field are given. The implications of this for Home Economics are discussed and an outline of what a home economics theory would look like, given that Home Economics is a socio-practical field, is put forward.     

A REPORT ON METHODS OF TEACHING FOOD STUDIES IN A DEGREE COURSE IN HOME ECONOMICS

The teaching objectives for the food studies component of a degree course in Home Economics are discussed and methods of implementation are described. One practical unit of the third year course is outlined and preliminary student reactions to the course are described.     

Is cooking dead? The state of Home Economics Food and Nutrition education in a Canadian province

High population rates of obesity and nutrition‐related chronic diseases warrant an examination of the role of food and nutrition education in health promotion. Using a mixed‐methods approach, this study explored student enrolment trends in, and perceptions of, Home Economics Food and Nutrition education in a Canadian province. Enrolment in Home Economics Food and Nutrition courses for grades 7–12 was examined from 2000 to 2010 using administrative data. Perceptions of Home Economics Food and Nutrition education by home economics teachers and superintendents were investigated through in‐depth interviews using a grounded theory approach. Results revealed that, although enrolment, including boys, increased slightly over the study period, the majority of children do not take Home Economics Food and Nutrition classes. Further, enrolment decreased significantly from grades 7 (45.77%) to 12 (7.61%). Home Economics Food and Nutrition education faces significant challenges to its future viability. These include: many school administrators, non‐home economics teachers and some parents do not value Home Economics Food and Nutrition education; Home Economics Food and Nutrition education is seen as less valuable than math and science for future career planning; outdated curriculum and teaching infrastructure; reduced numbers of new home economics teachers; decreasing student food knowledge and skills; and changing social norms regarding food and eating (increased use of convenience foods across population groups, a youth ‘fast food culture’ and fewer family meals). Results also indicated that Home Economics Food and Nutrition education is seen as critically important for youth, given that one third of Canadian children are now overweight or obese, fast and highly processed foods make up an increasing proportion of Canadians' diets, and there are increasing dilemmas being faced with food production and food safety. These results signal a growing tension between societal trends towards technological solutions in education and everyday living, and the growing acknowledgement of the externalities associated with these trends including poor health and environmental impacts. Consequently, evidence‐based food and nutrition education that is relevant for today's food environment and busy lifestyles is warranted to improve the health of current and future generations. This should be based on a comprehensive food and nutrition framework including functional, interactive and critical ‘food literacy’. Policy measures are urgently required to ensure all youth have access to food literacy education.     

The contribution of home economics teaching to nutrition knowledge and food choice among adolescents

The diets of two groups of adolescent schoolchildren living in Lothian were assessed. Children who studied Home Economics at Standard Grade were compared with those who did not. A short questionnaire and a dietary diary were used to establish nutrition knowledge and food choice over a period of 7 days, allowing comparisons to be drawn between students who study Home Economics and those who do not. Nutrition knowledge was better among those studying Home Economics. Eating patterns among those studying Home Economics followed more closely the recommended percentages of dietary energy derived from protein, fat and carbohydrate, but there was also considerable evidence that those studying Home Economics tended to eat less generally and to have lower intakes of micronutrients, such as calcium, iron and folic acid. Possible reasons for the differences in nutrition knowledge and eating habits are discussed, with some indicators for future work in this area.     

THE TWO FACES OF HOME ECONOMICS

This paper examines the problem of establishing Home Economics degree courses which will enable graduates to fill posts of widely differing natures.     

HOME ECONOMICS IN CANADIAN UNIVERSITIES 1978

This paper outlines the development of programmes in home economics education in Canadian Universities in this century. It also considers the work done at postgraduate level and Home Economics enrolment statistics for 1976–1977 are included. Opportunities for graduates in Home Economics in Canada are also discussed.     

Knowing how to use and understand recipes: What arithmetical understanding is needed when students with mild intellectual disabilities use recipes in practical cooking lessons in Home Economics?

The aim of this study was to explore what arithmetical understanding is needed when students with mild intellectual disabilities use recipes during practical cooking lessons in Home Economics. The settings were compulsory schools in Sweden attended by students with intellectual disabilities. Sixteen lessons in Home Economics during which cooking took place were observed. In total, 37 students and three teachers participated. All students had a mild intellectual disability. Their ages varied, but most were between 13 and 14 years old. The sociocultural perspective on learning, combined with a literacy framework, was used as a theoretical foundation for the study. Main findings are that students need an arithmetical understanding of (i) how to interpret numbers, (ii) how to interpret and use units, and (iii) how to compute when using recipes. The knowledge and skills needed to be able to use a recipe are featured in the concept recipe literacy, capturing both theoretical, declarative knowledge and the more practical, procedural knowledge. Recipe literacy can be used to theorize the use of recipes when learning to cook, as in Home Economics.     

EDUCATION FOR ACTION: A REPORT ON THE 1978 HOME ECONOMICS WEEKEND SCHOOL AT LEEDS POLYTECHNIC

The paper reports on the recent Home Economics Weekend School at Leeds Polytechnic and suggests that the main problem arising for home economists from its theme, Education for Action, is the definition and prioritization of human needs.     

Editorial: policies and practices

The Journal of Consumer Studies and Home Economics (IJC) is published for academics, policy makers and lay people around the world who are interested in consumer affairs and home economics. It is published quarterly and strives to publish original articles of the highest quality.     

Ann Maree Rees Memorial Prize

Ann Maree Rees, the founding editor of the Journal of Consumer Studies and Home Economics, had a great interest in students of all ages, developing their research skills and fulfilling their academic potential. She believed strongly in encouraging a life-long learning culture and providing opportunities for people to develop an interest in the field of consumer studies and home economics. She was herself an accomplished author. The Editorial Board has decided to establish an essay competition in memory of Ann Maree Rees. The competition is open to people of all ages within the field of consumer studies and home economics. The paper should be a maximum of 2500 words. The paper can be on any aspect of consumer studies and home economics. The judges will be looking for the following points in the paper:relevance and interest to consumer studies and home economics professionals;potential to stimulate a lively debate;cogent argument and clarity of expression;written for presentation.The winning paper will be published in the December issue of the IJC. The author of the winning paper will receive £250 towards the cost of attending the XIX International Consumer Studies and Home Economics Research Conference being held from 2 to 4 September 1999 at the University of Ulster and will also receive a cash prize of £100. Entry forms for the Prize Paper competition are available from:     

TEACHING SCIENCE IN HOME ECONOMICS: CAN SCIENCE EDUCATION RESEARCH HELP?

In 1979 the first students were enrolled in the B.Sc. degree course in Home Economics at Newcastle Polytechnic. The development of the Year I course in chemistry is outlined and the reasons for the use of a modified Keller Plan approach to teaching the 1982 intake are explained. The implementation of the revised approach is described, and its effectiveness discussed.     

SCIENCE AND HOME ECONOMICS IN THE NINETEENTH CENTURY

Scientists played an important part in the formative years of the nineteenth century when Home Economics was evolving into a coherent discipline. The paper considers the lives and works of six scientists from both sides of the Atlantic: Count Rumford, J. C. Buckmaster, W. Mattieu Williams, E. L. Youmans, Ellen Richards and W. O. Atwater. One connecting theme is in the quality of their advocacy of scientific applications in everyday affairs.     

BOOK REVIEWED ANDRECEIVED

Book reviews in this article: Microwave—the Cooking Revolution. By Jenny M. Webb. The Consumer's Guide to Local Government. Ed. by Martin Minogue for the National Consumer Council. Junior Home Economics. By A.Moloney. Sex Roles. By S. Weitz.     

Computer-aided pattern making

This paper outlines a fundamental research project to develop a quick and accurate method of constructing personalized patterns. This arose because the home economist must be concerned with the needs of the individual in relation to clothing as well as food and shelter. The paper explains the development of such a method, using the computer within Home Economics courses and the unexpected benefits from the research.     

The Cognitive Consumer Education Knowledge of Prospective Teachers: A National Assessment

A nationwide assessment of the cognitive consumer education knowledge of prospective teachers being trained for all academic disciplines included 84 institutions of higher education and provided usable data on 4,309 respondents. The sample scored less than sixty percent correct on the Test of Consumer Competencies. Prospective teachers were most knowledgeable in the areas of Recreation, Clothing, and The Individual in the Marketplace; they scored lowest in the areas of Taxes, Food, and Savings and Investment. Those majoring in Social Studies, History or Geography, Science, and Home Economics scored highest on the average while those majoring in Physical Education, Art and Music, and Special Education scored lowest. The prospective teachers who had completed a consumer education related course, approximately twelve percent of the total, scored higher than those who had not.     

Part II. Discussion of Five More Consumer Topics and Suggestions for Future Research*

This a continuation of a paper which appeared in the last issue of the Journal of Consumer Studies and Home Economics. The first part of the paper dealt with studies of consumer representation, particularly in the nationalized industries (which show its weaknesses and inadequacy); with studies of information and education (which show the limited usefulness and slow progress of each); and with work done on the real needs of consumers (which shows the deep uncertainties which exist about what those real needs are). Here five further topics of consumer research are considered and suggestions are made for future research.     

CONSUMER KNOWLEDGE AND ATTITUDES OF KENYAN (AFRICA) COLLEGE STUDENTS

The study was designed to measure the consumer knowledge and attitudes of college students enrolled at a representative Kenyan college. It was hypothesized that six variables (sex, academic level in college, academic major, rural or urban upbringing, having work experience and having completed a course in consumer education) would not be associated with achievement on the 47-item test or with the seven consumer attitude questions. The instrument was developed by the researcher for use in Kenya. Validity was checked by Kenyans as well as experts from the U.S. in test construction. Following a pre-test in Kenya, during the first week of classes in 1980, all students (n = 508) completed the instrument. Analysis of variance and chi-square tests were used to analyse the data. Achievement was 31.3 (67.9%) on the consumer education test which was considered a moderate score. Having completed a consumer education course was one variable associated with higher scores on the test. Students majoring in Dairy and Food Science Technology as well as Home Economics did better than other majors on the test. In general, the students strongly supported attitudes expected of rational and responsible consumers.     

Home economists’ perceptions of international development

Little is known about home economists’ perceptions of international development (ID). This paper offers some insights about this issue gained from an interpretative, thematic analysis of a very small sample of participants who attended the 1996 International Federation of Home Economics Congress. The analysis suggests inconsistencies in how home economists understand ID and what is seen to constitute ID activities, a lack of consensus about the meaning of development work, a lack of certainty about the difference between criticism and critique and concern for the imposition of western ideology on southern countries. Seven themes for future research are offered to help gain a better understanding of how home economists perceive ID including: (1) the role of participatory action research, critical theory, science and critical reflective practice in ID; (2) meanings attached to the concepts of international, development and economic growth; (3) the necessity of positioning an ID philosophy in practice, curricula, research and policy; and (4) perceptions of what constitutes development activities at home and abroad.     

当前经济理论界的几个理论误区

本文认为,当前我国经济理论界论战的关键问题之一,是如何正确对待马克思主义经济学和西方经济学的关系。在我国经济理论界,一些人对西方经济学一窝蜂地盲目推崇,使马克思主义经济学及其在经济学领域的指导地位遇到了严重的挑战。实际上,西方经济学的推崇者陷入了一系列理论误区,因为他们不愿意承认西方社会科学的阶级性、意识形态和价值判断。文章提出,对西方经济学要进行分析、鉴别和批判,邓小平关于正确对待西方学术文化思潮的论述,现在仍然是我们正确解决马克思主义经济学和西方经济学关系的指导原则。