01459nas a2200145   4500008004100000245008700041210006900128260004500197300001200242520096200254100001401216700001501230700002001245856004801265       2012                        eng d00aFood Innovation and Technacy Genre Theory:  Implications for Teaching and Learning0 aFood Innovation and Technacy Genre Theory Implications for Teach  aBrisbanebPrimrose Hall Publishing Group  a104-1143 a<p>One of the most rapidly developing and ubiquitous areas on offer in many school curriculums is the study of our physical and digital world; we may refer to this broad area as the study of anthropological technologies. A significant dimension of this field is the study of food technology, which is under pressure to be a source for solutions to world food production. This chapter presents research on how well the school system aligns with the post school demand for the range of skills and knowledge required to meet the complex challenges facing food innovations and production. The findings suggest that far greater clarity and classification methods are needed to help school systems align with post school understandings of what Food Technology knowledge entails. The findings also support a framework known as Technacy Genre Theory as a way to assist identifying the relative similarity between forms of technological knowledge and practice.</p>
1 aTurner, A1 aSeemann, K1 aVan Der Zwan, R  uhttps://genreacrossborders.org/da/node/1269