In hierdie artikel bespreek ons die persepsies van onderwysers (n = 45) wat betref die
voedingpraktyke van ’n steekproef laerskoolleerders en hul gesinne in ’n hulpbron-arm
gemeenskap. Ons fokus spesifiek op die behoeftes, praktyke en verwagtings ten opsigte van
die gebruik van voedsel, wat die produksie, keuse en voorbereiding van voedsel impliseer.
Ons studie vorm die eerste deel van ’n groter institusionele navorsingprojek. Vir die doel
van ons studie het ons deelnemende refleksie en aksie-gebaseerde werkwinkels gehou om
data te genereer en tydens die interpretasie van bevindinge op interpretivisme staatgemaak.
Hierdie studie beklemtoon die behoeftes van hulpbron-arm en werklose gemeenskapslede
wat dikwels genoodsaak is om teen verlaagde pryse voedsel te koop waarvan die kwaliteit
nie optimaal is nie. ’n Verskraalde ontbyt, middagete of aandete waarvan die keuse algemeen
beperk is tot swart tee, pap en een of twee snye ou brood, bevestig die manifestasies van
armoede in hulpbron-arm gemeenskappe. Maaltye is dikwels beperk tot groot hoeveelhede
koolhidrate, min groente, ingelegde vis, pap met inkomazi en marog. Hoenderpote en afval
vul soms die spyskaart aan. Onderwysers beklemtoon die feit dat gemeenskapslede tipies op
skenkings van werkgewers, kerke en kruidenierswinkels staatmaak om hul voedselbegroting
aan te vul. Onderwysers fokus verder op die behoeftes aan opleiding vir gemeenskapslede.
Na hulle mening moet gemeenskappe ingelig word oor voedselproduksie, groentetuine, die
wyses waarop die kwaliteit van grond bepaal kan word, besproeiing en die toepassing van
volhoubare wisselbou. Die artikel word afgesluit met uitvoerbare en leersame wenke vir die
opleiding van landelike gemeenskappe. Op grond van dié navorsingsbevindinge word ’n
intervensieprogram tans ontwikkel, met die doel om dit in die onderskeie deelnemende skole
te implementeer ter bevordering van gesonde voedselverwante gedrag en welsyn.
In this article we discuss the perceptions teachers (n = 45)
have regarding the nutritional practices of a sample of primary school learners and their
families in a resource-constrained community. We specifically focus on the needs, practices
and expectations related to food consumption, which implies food production, food choice and
food preparation. Our study forms the first part of a more comprehensive institutional research
project. For the purpose of our study we utilised participatory reflection and action-based
workshops with the participants in order to generate data, and employed interpretivism to
interpret the findings. This study emphasises the need of resource-constrained and unemployed
community members, who are often forced to purchase food as a reduced cost of which
the quality is not optimal. An attenuated breakfast, lunch or dinner where choices are often
limited to black tea, porridge and one or two slices of stale bread, confirms the manifestations
of poverty in resource-constrained communities. Meals are often limited to large quantities of
carbohydrates, few vegetables, canned fish, porridge with inkomazi and marog. Chicken feet
and tripe may supplement the menu. Teachers emphasise the fact that community members
typically rely on donations from employers, churches and grocery stores in order to supplement
their food budget. Teachers furthermore focus on the needs of community members to be
educated. In their view community members need to be informed in respect of food production,
vegetable gardens, techniques of determining the quality of soil, irrigation and the application
of sustainable crop rotation. The article concludes with achievable and informative ideas for
educating rural communities. Based on these research findings an intervention programme is
currently being developed, with the purpose of implementing the intervention in the various
participating schools in support of healthy nutrition-related behaviour and well-being.
