Search results

The purpose of this paper is to examine the self-reported food skills, cooking confidence and practices amongst a sample of parents on the Island of Ireland (IOI) and to highlight jurisdictional similarities and differences between Northern Ireland (NI) and the Republic of Ireland (ROI).

Parents (n=363) on the IOI completed a questionnaire exploring confidence levels of food skills, cooking techniques executed and the identification of barriers which might impact on meal preparation. Non-probability convenience sampling was utilised.

The majority of parents (75 per cent) learned their basic cooking skills from their mother with home economics classes being the second most popular source of learning. There were a number of statistically significant jurisdictional differences. For example, when preparing dinners, NI parents were less likely to enjoy cooking and more likely to use processed foods such as breaded frozen chicken and jars of sauces than ROI (x²=56.167, df=1, p<0.001). Similarly, parents in NI were less likely to involve family members in meal preparation (x²=17.939, df=1, p<0.001). Parents in the ROI reported higher confidence levels than NI parents when cooking from basic ingredients; following a simple recipe and preparing new foods. Over half (51 per cent) of parents identified barriers to cooking with fresh ingredients as: time, cost, busy family life and limited facilities.

Findings indicate that parents would benefit from exposure to practical food skills intervention focussed on quick, nutritious family meals while simultaneously developing parents’ culinary skills and cooking confidence in home cooked meal preparation.

There is a lack of information pertaining to food skills and cooking confidence amongst parents on the IOI.

Higher education has a key role and responsibility in creating change and addressing issues of fundamental human concern such as inequality and social justice, globalisation and development, environmental protection and sustainability. The purpose of this paper is to describe how RCE‐Ireland, established in September 2007, aims to develop awareness and engagement with these realities and ensure they become integrated into education in Ireland.

Action research is based on a cyclical process of action, observation, reflection and adaptation, and has been adopted by RCE‐Ireland as key to reorienting the practice of education towards sustainability. Two case studies of action research projects are the focus of the paper: Critical Thinking in Large Scale Lectures, University of Limerick, and Reorienting Course Content towards Ethical and Ecological Consumerism, St Angela's College, Sligo. The methodologies employed include both qualitative and quantitative data collection, and address critiques of action research while remaining true to the aims of democratic teaching and engaged scholarship.

The case studies demonstrate action research as a valuable and valid research methodology in itself, as well as recognising its appropriateness in reorienting education towards sustainability. The University and University‐based educationalists have a unique role here by linking research and practice, blurring the boundaries of research as objective and value‐free, and in demonstrating innovation and leadership in addressing global challenges and human concerns.

The University can provide opportunities for reorientation towards sustainability, as well as presenting challenges to this work. There is much evidence that higher education settings find it more difficult to adjust their practices than to adjust their content. One approach to engender such change in practice is the promotion of action research in higher education settings, where the twin roles of the academic practitioner as teacher and as researcher are brought together to adapt educational practice.