The Swedish school lunch is somewhat unique in its conception and has been an area of increasing interest in the years. Areas of recent interest have focussed predominantly on food, nutrition, health, and more recently sustainability. The aim of this thesis is to explore how children experience, interpret, interact with and make sense of the process of ‘doing school lunch’ in elementary schools in Sweden. Whilst national and local policies offer guidance as to how the Swedish school lunch should be executed, little consideration has been given to the complexities of the mundane and everyday interactions that children encounter on an almost daily basis. Through seven semi-structured interviews and the participants mapping their movements through this activity, children’s own experiences and understandings of ‘doing the school lunch’ are explored From an ontologically position of constructionism as the point of departure, I have utilised Reflexive Thematic Analysis to critically analyse the collected data and generated themes. The children describe how different spaces, adults and peers contributed to their experiences during the prescribed time of the school meal. Faced with intrusions of their personal space and time, I would argue that the children construct and influence the school meal environment into predominantly a social space and time with peers, within the constraints presented to them.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:liu-205696 |
| Date | January 2024 |
| Creators | Shelbourne, Jane |
| Publisher | Linköpings universitet, Institutionen för tema |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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