|
Title: |
Clean food – Slow Food |
|
Country of implementation: |
Iceland |
|
Type of the practice: |
Educational project |
|
Type of education (primary, secondary, non-formal): |
Kindergartens |
|
Age of participants: |
2-6 |
|
Education form (online, offline, or blended): |
Offline |
|
Link: |
https://www.adalthing.is/is/matarmenning#slowfood |
|
Slow food main goal is to educate consumers about good, clean, and fair food, often meaning local and smaller production. Slow food does not have a label on the products in stores, so it is hard to identify slow food in stores. The main goal of slow food is to be sustainable. There are 11 products on the Ark of taste which is a list of food qualifying to be a slow food. The kindergarten has the goal of making food from scratch and using food that has not been processed, precooked to make ingredients last longer, only use fresh vegetables. They have the goal of only buying Icelandic products/organic products for the meals for the kids. These practices are used to underline for children at a very young age how important good fresh products are for them and give them the early lesson how much difference there is between buying good products versus mass produced cheaper products and to have children eating healthier in general as it is vital for their growth. They actively monitor all the children to get the right amount of each food category required for them each day. With the challenges of being in Iceland where a lot of products are imported due to weather condition are not favorable for organic farming of many fruits and vegetables, they only import organic products. |
SWOT ANALYSIS OF CASE STUDY 8:
Strengths (internal factors):
- Focus on sustainable consumption.
- Replicable food literacy.
- Emphasis on the importance of biodiversity in daily life.
- Better ecosystems management.
- Support for small farmers and local food producers.
- International good practices demonstrating the integration of environmental, social, and economic sustainability into local communities.
- Children’s early healthy food literacy and understanding of the importance of local products.
22
Futures Literacy on Food Nutrition and Sustainable Food Systems for School Education
Weaknesses (internal factors), for example:
- Small participation.
- Extra food cost for consumers.
- It is important that teachers have faith in the project.
Opportunities (external factors):
- Changed consumer and food manufacturers’ behavior.
- Replicability in other regions/countries.
- Maintains market diversification for both small and large producers.
Threats (external factors):
- Low levels of participation and interest in the Case Study.
- Economic market challenges.
- Competition from larger food-related organizations.
|
Some insights from conducted interviews: From students’ perspective: “I do think more about eating something that grows or manufactured in the local area. I also think, what is good for the environment.” From stakeholder’s perspective: “The work that goes on in Slow food youth network has been very creative for younger generations and there lies the opportunity to educate them. With that we are trying to reach young future food producers and consumers.” |
