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  • 1.
    Benn, Jette
    et al.
    Institut for Uddannelse og Pædagogik (DPU) Aarhus Universitet.
    Hjälmeskog, KarinUppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Barn, mat och måltider2015Collection (editor) (Other academic)
  • 2.
    Benn, Jette
    et al.
    Institut for Uddannelse og Pædagogik (DPU) Aarhus Universitet.
    Hjälmeskog, Karin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Efterord2015In: Barn, mat och måltider / [ed] Jette Benn & Karin Hjälmeskog, Malmö: Gleerups Utbildning AB, 2015, 1, p. 159-163Chapter in book (Other academic)
  • 3.
    Edling, Silvia
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Frelin, Anneli
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Hjälmeskog, Karin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Grappling with gender. Studying gender as an educational content at teacher education2011Conference paper (Refereed)
  • 4.
    Eriksson, Lolita
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Hjälmeskog, Karin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    The "ideal" food consumer in Home Economics: A study of Swedish textbooks from 1962 to 20112017In: International Journal of Consumer Studies, ISSN 1470-6423, E-ISSN 1470-6431, Vol. 41, no 3, p. 237-244Article in journal (Refereed)
    Abstract [en]

    Is the ideal food consumer, educated in Home Economics in Sweden, one who makes sustainable choices? By examining Home Economics textbooks for lower secondary school published from 1962 to 2011, we explored what kind of food consumers emerged and thus open up a discussion on sustainability and food consumption. One standard textbook from each decade, in total six, was included in the study, and the passages dealing with food, as core content, were analyzed. Discourse analysis was used to reveal different characterizations of the ideal consumers, specifically in relation to sustainable food consumption. Three different discourses emerged: (a) the healthy and obedient consumer, (b) the healthy, thrifty, and caring consumer, and (c) the healthy, thrifty, and environmentally conscious consumer. There were both similarities and differences among these consumers, specifically regarding what knowledge they are shown to need and how they are supposed to learn. All three consumers are primarily motivated by health arguments, even though health is related to finances in the second and to both finances and environment in the third case. Furthermore, we found a common tendency for textbooks to express knowledge in a prescriptive way, with the implied belief that people are rational food consumers. This tendency leads us to suggest that the discussion about future consumer education and textbooks could be broadened and strengthened by the inclusion of a participative and critical approach and social responsibility.

  • 5.
    Hjälmeskog, Karin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    A Forgotten Potential of the Past - Home Economics as Citizenship Education.2000Conference paper (Refereed)
  • 6.
    Hjälmeskog, Karin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    A think piece: Consumer Education for a Sustainable Society, Swedish Home and Consumer Studies as an Example2014In: Journal of the Japan Association of Home Economics Education, ISSN 0386-2666 / 0386-2666, Vol. 57, no 2, p. 1-8Article in journal (Other academic)
  • 7.
    Hjälmeskog, Karin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Alla dessa val: att växa som skokonsument2013In: Skor är huvudsaken: sjutton kvinnliga forskares funderingar om skor. En essäsamling. / [ed] Carin Eriksson Lindvall, Kerstin Rydbeck & Louise Rügheimer, Uppsala: Uppsala universitet , 2013, p. 42-44Chapter in book (Other (popular science, discussion, etc.))
  • 8.
    Hjälmeskog, Karin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Att vidga horisonter - utbildning och undervisning i ett genusperspektiv.2001Conference paper (Refereed)
  • 9. Hjälmeskog, Karin
    Barn, mat och miljö2015In: Barn, mat och måltider / [ed] Jette Benn & Karin Hjälmeskog, Malmö: Gleerups Utbildning AB, 2015, 1, p. 143-158Chapter in book (Other academic)
  • 10.
    Hjälmeskog, Karin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Considering an Alternative Route for Home Economics - Education for a Sustainable Future2012In: Creating Home Economics Futures: The next 100 years / [ed] Donna Pendergast, Sue LT McGregor & Kaija Turkki, Bowen Hills Old, Australia: Australian Academic Press , 2012, p. 111-119Chapter in book (Other (popular science, discussion, etc.))
  • 11.
    Hjälmeskog, Karin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Consumer and Citizen - Two Sides of a Coin: Consequences for Education.2002Conference paper (Refereed)
  • 12.
    Hjälmeskog, Karin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    "Det lilla livet" och grundskolans läroplan.1994In: Kvinnoperspektiv i pedagogiken: rapport från en forskarutbildningskurs / [ed] Härnsten, Gunilla, Jonsson, Maud, Lindh-Munther, Agneta, Strömberg Sölveborn, Laine, Uppsala: Uppsala universitet, Pedagogiska institutionen , 1994Chapter in book (Other academic)
  • 13.
    Hjälmeskog, Karin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Education About and For Home and Family Life.: What Can We Learn from Alva Myrdal and her Contributions to the Debate on Citizenship Education?2002Conference paper (Other academic)
  • 14.
    Hjälmeskog, Karin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Education for Equality.: The Question of Home as Content in Public Education.1999Conference paper (Other academic)
  • 15.
    Hjälmeskog, Karin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Hem- och konsumentkunskap - förändring med förhinder?2008In: Vägval i skolans historia, ISSN 1652-0610, Vol. 8, no 1, p. 3-5Article in journal (Other academic)
  • 16.
    Hjälmeskog, Karin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Hemkunskap för flickor... och pojkar.: Ämnets betydelse för skolans jämställdhetssträvanden.1994Report (Other academic)
  • 17.
    Hjälmeskog, Karin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Home Economics Education in a Consumer Society.: The need for unwanted knowledge.2004In: A New Paradigm for the Curriculum and Educational Strategy for Home Economics Education in a Changing World.: Proceedings of Post-2004 IFHE World Congress Workshop in Kanasawa, Japan / [ed] Noriko Arai & Kahori Aoki, 2004, p. 119-133Conference paper (Other academic)
  • 18.
    Hjälmeskog, Karin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Inledning: Mat ett mångfacetterat fenomen2015In: Barn, mat och måltider / [ed] Jette Benn & Karin Hjälmeskog, Malmö: Gleerups Utbildning AB, 2015, 1, p. 9-22Chapter in book (Other academic)
  • 19.
    Hjälmeskog, Karin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Klara Skivan - ett arbetssätt för skolan.: Rapport från ett utvecklingsprojekt i hem- och konsumentkunskap.2004Report (Other academic)
  • 20.
    Hjälmeskog, Karin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Om jämställdhet i grundskollärarutbildningen.2002In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 5, no 2, p. 49-62Article in journal (Other academic)
  • 21.
    Hjälmeskog, Karin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Revolt against the "fusspot" - Positioning oneself as Home Economics teacher2013In: International Journal of Home Economics, ISSN 1999-561X, E-ISSN 1999-561X, Vol. 6, no 2, p. 173-185Article in journal (Refereed)
    Abstract [en]

    Teaching about home and family life has been the task of Home Economics teachers in Sweden for more than hundred years. The school subjects were introduced as part of a societal struggle to better the living conditions for individuals and families. The Home Economics teacher was instructed to transform natural science language understandable to the girls and teach about healthy living. Since 1962 the school subject ‘Home Economics’, now named ‘Home and consumer studies’(HCS), is mandatory for both boys and girls. The teachers teaching the subject, are positioned and positioning themselves in a play of different ways of being HCS teacher. The aim of the study is to examine how HCS teachers position and thus construct themselves. Eight teachers were interviewed. The analysis was undertaken in two steps, first, a HSC-teacher stereotype was established - the typical HCS teacher - as described by the interviewees. Second, a shift was made beyond these dominant beliefs/truths about the profession to locate other stories about of HCS-teacher. The typical HCS teacher was described as a fusspot, proper, whining, lecturing, and as one who knows ‘the right way’. The results reveal how this description has impact on the possibilities for the HCS teacher in school today to be professional and to work according to present steering documents. Furthermore, the results also show how the teachers resist and question the stereotypical picture of the HCS teacher, which thus becomes seriously challenged. Today there are not one but several ways of positioning oneself as HCS teacher. 

  • 22.
    Hjälmeskog, Karin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Synen på det praktiska arbetet i grundskolans tre läroplaner, Lgr62, Lgr69 och Lgr80, med särskild inriktning mot ämnet hemkunskap1992In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 1, no 1, p. 49-65Article in journal (Other academic)
  • 23.
    Hjälmeskog, Karin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    What's Gender Got to do with it?: Women/Femininity, Men/Masculinity and Sustainable Development.2009Report (Other academic)
  • 24.
    Hjälmeskog, Karin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Who is She? Where is She? How is She? Is She a "She"?: A Study of the "Good" Teacher in Home and Consumer Science.2004Conference paper (Refereed)
  • 25.
    Hjälmeskog, Karin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Who is She? Where is She? How is She? Is She a "She"?: An Introductory Study of "the Good" Teacher in Home and Consumer Studies.2003Conference paper (Refereed)
  • 26.
    Hjälmeskog, Karin
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Benn, JetteDanmarks Pedagogiska Universitet.Lindbäck, Ann-BjørgNiskanen, Anna-MariaRimaila, Kaija
    Nordiskt samarbete för hushållsvetenskap 1909, 1959, 1989, 2009.2009Collection (editor) (Other (popular science, discussion, etc.))
  • 27.
    Hjälmeskog, Karin
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Grönqvist, Margareta
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Vrida och vränga på ett ämnesområde.: Reflektioner över en ny lärarutbildning i hem- och konsumentkunskap.2003Conference paper (Refereed)
  • 28.
    Hjälmeskog, Karin
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    O’Donoghue, MiriamWahlen, StefanKilpiö, Eila
    Global Sustainable Development.: A Challenge for Consumer Citizens.2008Collection (editor) (Other academic)
  • 29.
    Höijer, Karin
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Food, Nutrition and Dietetics.
    Fjellström, Christina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Food, Nutrition and Dietetics.
    Hjälmeskog, Karin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Learning space for food: exploring three Home Economics classrooms2013In: Pedagogy, Culture & Society, ISSN 1468-1366, E-ISSN 1747-5104, Vol. 21, no 3, p. 449-469Article in journal (Refereed)
    Abstract [en]

    Studies on children’s learning about food commonly focus on socialisation within a temporal perspective taking an interest in linear and developmental issues, where the home is assumed as the primary place for learning food skills that should be deepened through education in Home Economics. Home Economics concern topics that are related to our private domestic life but education takes place in the public setting of school which indicates that here is a tension built into the subject. This article explores how a classroom can be understood and explored beyond a temporal framework when studying children’s learning about food in Home Economics. Observations from three Swedish Home Economics classrooms are explored with a spatial perspective concerning material, network and power aspects. A spatial perspective makes the challenges of Home Economics visible which can aid in further development of professional methods for teaching about food.

  • 30.
    Höijer, Karin
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Food, Nutrition and Dietetics.
    Hjälmeskog, Karin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Fjellström, Christina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Food, Nutrition and Dietetics.
    Fake food: Swedish pupils meaning-making of home economicsArticle in journal (Refereed)
  • 31.
    Höijer, Karin
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Food, Nutrition and Dietetics.
    Hjälmeskog, Karin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Fjellström, Christina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Food, Nutrition and Dietetics.
    'Food with a purpose': Home Economics teachers' construction of food and home2011In: International Journal of Consumer Studies, ISSN 1470-6423, E-ISSN 1470-6431, Vol. 35, no 5, p. 514-519Article in journal (Refereed)
    Abstract [en]

    Food and home are central issues in the Home Economics curriculum. The aim of the present paper was to explore how Home Economics teachers make sense of and manage being teachers in this particular subject and how they talk about food and home. This was achieved by conducting four focus groups with 25 participants, 23 women and two men, all with experience from working as Home Economics teachers. Participants were recruited from all over Sweden through emails. The data analysis was conducted in three steps and was guided by social constructionist theory. The main findings were the themes of Home Economics as food with a purpose, teachers with a public health commission, the fostering teacher, tangible cooking and the deficient home. The results show that Home Economics is constructed as a site for 'proper knowledge' about food in relation to a 'deficient home'. Food in Home Economics was thus constructed as having a purpose.

  • 32.
    Höijer, Karin
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Food, Nutrition and Dietetics.
    Hjälmeskog, Karin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Fjellström, Christina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Food, Nutrition and Dietetics.
    The role of food selection in Swedish Home Economics: the educational visions and cultural meaning2014In: Ecology of Food and Nutrition, ISSN 0367-0244, E-ISSN 1543-5237, Vol. 53, no 5, p. 484-502Article in journal (Refereed)
    Abstract [en]

    This article explores foods talked about and chosen in the education of Swedish Home Economics as a relationship between structural processes and agency. Three data sets from observations and focus group interviews with teachers and students were analyzed for food classifications. These were related to a culinary triangle of contradictions, showing factors of identity, convenience and responsibility. Results show that foods talked about and chosen by teachers and students were reflections of dominant cultural values. Results also indicate that teachers had more agency than students, but that the choices they made were framed by educational visions and cultural values.

  • 33.
    Oljans, Emma
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Elmståhl, Helena
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Food, Nutrition and Dietetics.
    Mattsson Sydner, Ylva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Food, Nutrition and Dietetics.
    Hjälmeskog, Karin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    From nutrients to wellbeing identifying discourses of food in relation to health in syllabi2017In: Pedagogy, Culture & Society, ISSN 1468-1366, E-ISSN 1747-5104Article in journal (Refereed)
    Abstract [en]

    Food and health have long had dominant position within the subject of Home Economics (HE) in Sweden. However, what constitutes a proper diet, and how it is associated with a healthy lifestyle changes over time. In this article, a discourse analytic approach combined with a didactic perspective are used as the theoretical frame. The aim is to explore how food in relation to health has been constructed within the syllabus of HE. Six HE syllabi from 1962 to 2011 were analysed. From the results three different discourses were identified and named after their main areas of focus: (i) the medical discourse, (ii) the consumer discourse and (iii) the human ecological discourse. Each discourse represents a different way of constructing food in relation to health, and different representations have dominated over the past fifty years. The construction of food in relation to health is thereby seen in its historical and cultural context according to what this knowledge content includes or excludes.

1 - 33 of 33
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