An interdisciplinary effort of scholars from history, women's studies, and family and consumer sciences, Remaking Home Economics covers the field's history of opening career opportunities for women and responding to domestic and social issues. Calls to "bring back home economics" miss the point that it never went away, say Sharon Y. Nickols and Gwen Kay--home economics has been remaking itself, in study and practice, for more than a century. These new essays, relevant for a variety of fields--history, women's studies, STEM, and family and consumer sciences itself--take both current and historical perspectives on defining issues including home economics philosophy, social responsibility, and public outreach; food and clothing; gender and race in career settings; and challenges to the field's identity and continuity. Home economics history offers a rich case study for exploring common ground between the broader culture and this highly gendered profession. This volume describes the resourcefulness of past scholars and professionals who negotiated with cultural and institutional constraints to produce their work, as well as the innovations of contemporary practitioners who continue to change the profession, including its name and identity. The widespread urge to reclaim domestic skills, along with a continual need for fresh ways to address obesity, elder abuse, household debt, and other national problems affirms the field's vitality and relevance. This volume will foster dialogue both inside and outside the academy about the changes that have remade (and are remaking) family and consumer sciences.

As the profession commences its second century of influence, this collection from 34 international Congress contributors reflects the global nature of the profession and provides a platform for outlining what the future of Home Economics might look like. D Pendergast, Griffith Uni.

The award-winning author of Fasting Girls explores what teenage girls have lost in this new world of freedom and consumerism—a world in which the body is their primary project. "Fascinating ... riveting ... Women and girls should read this fine book together." —The New York Times Book Review A hundred years ago, women were lacing themselves into corsets and teaching their daughters to do the same. The ideal of the day, however, was inner beauty: a focus on good deeds and a pure heart. Today American women have more social choices and personal freedom than ever before. But fifty-three percent of our girls are dissatisfied with their bodies by the age of thirteen, and many begin a pattern of weight obsession and dieting as early as eight or nine. Why? In The Body Project, historian Joan Jacobs Brumberg answers this question, drawing on diary excerpts and media images from 1830 to the present. Tracing girls' attitudes toward topics ranging from breast size and menstruation to hair, clothing, and cosmetics, she exposes the shift from the Victorian concern with character to our modern focus on outward appearance—in particular, the desire to be model-thin and sexy. Compassionate, insightful, and gracefully written, The Body Project explores the gains and losses adolescent girls have inherited since they shed the corset and the ideal of virginity for a new world of sexual freedom and consumerism—a world in which the body is their primary project.

Corporate accountability is never far from the front page, and as one of the world’s most elite business schools, Harvard Business School trains many of the future leaders of Fortune 500 companies. But how does HBS formally and informally ensure faculty and students embrace proper business standards? Relying on his first-hand experience as a Harvard Business School faculty member, Michel Anteby takes readers inside HBS in order to draw vivid parallels between the socialization of faculty and of students. In an era when many organizations are focused on principles of responsibility, Harvard Business School has long tried to promote better business standards. Anteby’s rich account reveals the surprising role of silence and ambiguity in HBS’s process of codifying morals and business values. As Anteby describes, at HBS specifics are often left unspoken; for example, teaching notes given to faculty provide much guidance on how to teach but are largely silent on what to teach. Manufacturing Morals demonstrates how faculty and students are exposed to a system that operates on open-ended directives that require significant decision-making on the part of those involved, with little overt guidance from the hierarchy. Anteby suggests that this model—which tolerates moral complexity—is perhaps one of the few that can adapt and endure over time. Manufacturing Morals is a perceptive must-read for anyone looking for insight into the moral decision-making of today’s business leaders and those influenced by and working for them.

What are the prerequisites for reforming education, and how can these reforms be seen in school development and culture? How should teacher education support this reform process? What are the principles and practices underlying the functioning of the schools of tomorrow? These questions are examined in this unique volume. The authors in this book argue that the central function of teacher education and education in general is to respond to the challenges brought on by the twenty-first century. According to this approach, the competencies and skills needed in the future are not merely a new addition to school activities, but rather something requiring a comprehensive reform of school culture encompassing teacher education, curricula, and teaching methods. Such a fundamental process of change in the action and thinking models used by schools would be an effort to achieve a complete transformation, the result of which would be schools developing into organizations that are both creative and imbued with a strong sense of community. A central attribute is that the creation of new knowledge is not just restricted to the classroom but also takes place in out-of-school environments. This would link learning to its natural context, eventually leading to an ideal instruction that is actively problem oriented, holistic, and life centered. This reform-minded volume is divided into three parts. The first part focuses on the reform processes in teacher education, the second on the reforms of pedagogics at schools and teacher education institutions, and the third on the processes of reculturing schools. New prospects for active schools in the United States and Europe, as well as in Japan and China, are discussed.

Globally, the food system and the relationship of the individual to that system, continues to change and grow in complexity. Eating is an everyday event that is part of everyone’s lives. There are many commentaries on the nature of these changes to what, where and how we eat and their socio-cultural, environmental, educational, economic and health consequences. Among this discussion, the term "food literacy" has emerged to acknowledge the broad role food and eating play in our lives and the empowerment that comes from meeting food needs well. In this book, contributors from Australia, China, United Kingdom and North America provide a review of international research on food literacy and how this can be applied in schools, health care settings and public education and communication at the individual, group and population level. These varying perspectives will give the reader an introduction to this emerging concept. The book gathers current insights and provides a platform for discussion to further understanding and application in this field. It stimulates the reader to conceptualise what food literacy means to their practice and to critically review its potential contribution to a range of outcomes.