Understanding Food Habits: a Sociological Perspective, 7.5 Credits

Contents

There is more information on food and nutrition available now than ever before and yet food behaviour often deviates from scientific advice. Fad diets attract attention, obesity is described as an epidemic and coronary heart disease remains the main cause of death in many developed countries. At the same time, there are also problems of malnutrition and underweight. Despite good intentions, interference with or attempts to control people’s food habits often elicits strong reactions. Clashes may occur between cultures and there is a strong tendency towards conflict around food, be it because of the plethora of contradictory advice that abound, or because of cultural rules which demand adaptability on the part of individuals and corporations alike. In order better to understand these conflicts and dilemmas, food and/or health professionals may do well to recognise how eating habits are formed and what factors influence food habits in different stages of an individual’s life.
In this course, food choice and eating behaviour are explored using the perspective of class, gender, ethnicity, age, socio-economic status, life course trajectory, religion, geographic region and family structure. The modern concept of individual responsibility for one’s health is pitted against existing societal structures which aid or hamper attempts to adopt healthy eating behaviours. This complex interplay of agency and structure is then applied to real life contexts through assignments dealing with availability, prevailing food and health discourses and personal/professional development.

The course is aimed at both professionals and individuals who encounter everyday dilemmas concerning food habits, giving them the analytical tools to identify the roots of potential problems, show an understanding of different views on food and eating, and thereby act as mediators or sounding boards in challenging situations. Possible target groups are preschool teachers, psychologists, catering staff, the medical professions and other caregivers.

Part 1. Food as symbol, sustenance and socialisation, 5 Credits
This part of the course covers factors which influence food habits, such as gender, age, race, social status, life course transitions, emotional characteristics, religion, family structure, convenience and context. These factors are viewed in connection to cultural definitions of food, its symbolic meanings, power relations, the ritualistic nature of eating, food norms and the relation to guilt, shame and stigma.

Part 2. Food culture and professional or personal development, 2,5 Credits
In this part of the course, the student analyses real life situations, current discourses and their own professional or personal views on food and eating with the help of the sociological tools offered in part 1.

Expected learning outcomes

Part 1. Food as symbol, sustenance and socialisation, 5 Credits

Knowledge and understanding
On successful completion of the course, students will be able to:

• Demonstrate an understanding of the social structures, cultural norms and social factors that influence food habits
• Describe the moralistic discourse around food habits in different contexts and for different people
• Explain how socialisation shapes our food preferences

Skills
On successful completion of the course, students will be able to:

• Identify social structures, cultural norms and social factors that influence food habits in real life contexts
• Apply sociological terms on current discourses surrounding food habits

Analytical ability and attitude
On successful completion of the course, students will be able to:

• Demonstrate a reflective (open-minded) attitude towards food habits
• Weigh competing discourses surrounding food habits against each other
   

Part 2. Food culture and professional or personal development, 2,5 Credits

Skills
On successful completion of the course, students will be able to:

• Apply a theoretical perspective to solve a food-related dilemma within a professional or family framework

Analytical ability and attitude
On successful completion of the course, students will be able to:

• Reflect on the consequences of socialisation theories for their professional or personal development

Required Knowledge

Univ. Courses at least 90 ECTS in one subject. Proficiency in English equivalent to Swedish upper secondary course English A (IELTS (Academic) with a minimum overall score of 5.5 and no individual score below 5.0. TOEFL PBT (Paper-based Test) with a minimum total score of 530 and a minimum TWE score of 4. TOEFL iBT (Internet-based Test) with a minimum total score of 72 and a minimum score of 17 on the Writing Section). Where the language of instruction is Swedish, applicants must prove proficiency in Swedish to the level required for basic eligibility for higher studies.

Form of instruction

Lectures, reading requirements and discussions will be web-based. You must have Internet access. All teaching materials will be in English.

Examination modes

Assessment is based on individual written assignments (essays, home tests and an individual project). Assignments may be written in English or Swedish. To pass the course, all work must be graded pass (G). To pass the course with distinction (VG), the individual project, and the majority of other assignments, must be graded VG.
For rules and regulations about the examination/assessment see the Umeå University Code of Rules and Procedures.

Equivalency credits
The equivalence of course credits (completely or partially) can be assessed (see the Umeå University Code of Rules and Procedures). An application can be made on a special form according to the Student Services directive: http://www.umu.se/utbildning/antagning/tillgodoraknande

Academic credit transfers
Academic credit transfers follow University credit transfer regulations.