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Marianne Ekstrøm har i mange år beskæftiget sig med mad og med mad i rela-tionen til madlavning, husholdning, læring og kompetence såvel i den private sfære som i den offentlige eksempelvis med skoler og restauranter. Hendes udgangsposition var jo lærer og ikke nok med det men hemkunskapslærer med alt, hvad det indebar, og derfor har hun også udvist en vis optagethed af læring og kompetencer. Marianne har bl.a. på vort fælles nordiske kursus: Food in contemporary society, food is more than nutrition, sammen med Inger Jonsson præsenteretet project om: Family meals: competencies, cooking and company (Ekstrøm & Jonsson, 2005). Kompetencer, læring og mad vil også være det, jeg fokuserer på i dette bidrag til festskriftet. Særlig vil det blive i en skolesammenhæng, da det er skolen, hjemkundskab, kompetence og dannelse, der er mit arbejdsfelt. Jeg vil dog mene, det rækker ud til andre kontekster og grupper, hvor mad er sat på spisesedlen. Sættes ordene mad og dannelse sammen bliver de til maddannelse, det begreb er i vælten for tiden både nordisk og internationalt. På det internationale felt beskrives det som food literacy, cooking eller kitchen literacy. Jeg vil forsøge at præsentere forskellige tilgange og perspektiver omkring maddannelse, da maddannelse eller food literacy handler om mad i en bred forstand, da mad både handler om ernæring, produktion, tilberedning og spisning, dyrkning, forbrug og håndtering af mad.

This article presents a review of the concept of food literacy based on 14 articles and reports and two text books. Food literacy is currently discussed as an aim of food education in the westerne world, partly inspired a fundamental literacy understanding and partly of health literacy or other related literacy areas to food. The works are presented through their components and concepts of food literacy, andfurther discussed in the light of food elements included and seen in relation to aims concerning competencies. The definitions and content of the works presented reveal both similarities and differences concerning the understanding of food literacy, ranging from a narrow r understanding of food literacy as the ability to read food messages to broader interpretations aimed at empowerment and self-efficacy concerning food and nutrition and from simple cooking skills to life skills and education towards understanding

This article examines the meal choices considered by Nordic adolescents in two social situations: for themselves and for the family. In addition, the frequency of family meals is compared between the countries studied. The survey data (n = 1539) were collected during 2006–2007 from 9th grade students (aged 14–17 years) in Finland, Sweden, Denmark and Norway. Analysis was based on both quantitative variables and open-ended data. Family meals were found to be less common among Finnish respondents than in the remaining data. In all countries but Denmark, the number of parents in the family had an effect on thefrequency of family meals. Meals echoing or fully meeting the structural definition of a ‘proper meal’ were most common when describing meals for the family. The difference between the two social situations was most apparent for those who mentioned ‘Fast food dishes’ for themselves. Gender differences in open-ended questions were smallest in Denmark and most apparent in Norway. Future studies should focus not only on how many of adolescents eat in what is termed an unhealthy way but also on how they themselves perceive and conceptualize eating, and what kinds of justifications they give to theireveryday choices in different social contexts.