Abstract
Food safety is one of the most important dimensions of food. With the growing number of food-borne illnesses, it is imperative to design curricula that address this important issue and equip students with the necessary knowledge to combat food-borne illnesses. Scholars have discussed the idea of using third spaces to bridge the gap between students' primary and secondary discourses. This idea that these kinds of informal and formal discourses can be welcomed in the classroom not only builds a fertile ground for dialogue on the safety of food but also gives students agency. When it comes to issues of food, it is important to note that food is very personal and specific in nature. What is food to one person can very well be poison to the next. Food also has cultural and historic dimensions. Encouraging students to bring their cultural selves to the classroom can foster inclusivity, and achieve high retention of knowledge taught, whilst instilling lifelong behaviors that are necessary for the prevention of food-borne illnesses. In this discussion, we will describe third space and how it can be used to promote food safety learning.
Author Information
Victoria F. Mukuni, Virginia Tech, United States
Kizito Mukuni, Fayetteville State University, United States
Paper Information
Conference: ECE2023
Stream: Learning Experiences
This paper is part of the ECE2023 Conference Proceedings (View)
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To cite this article:
Mukuni V., & Mukuni K. (2023) Third Spaces and Benefits of Designing Food Safety Curriculum for Science Classes: Using Third Space to Promote Food Safety Learning ISSN: 2188-1162 The European Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2188-1162.2023.18
To link to this article: https://doi.org/10.22492/issn.2188-1162.2023.18
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