PURPOSE: To determine what food and nutrition-related learning takes place in collective kitchens (CKs) in three Canadian cities. METHODS: Semi-participant observation and in-depth interviews were conducted with CK participants and leaders. Major nutrition-related themes that emerged were categorized and integrated to form a picture of how food-related knowledge and behaviours were affected as a result of CK involvement. RESULTS: In general, CKs were perceived as an important source of food-related knowledge and skills. Some behaviour changes that resulted from participation were an increased variety of foods in the diet, increased vegetable consumption, and decreased fat consumption. CONCLUSIONS: Collective kitchens can be important tools for nutrition education. However, the broader social conditions, such as poverty, that influence food-related behaviours should also be taken into account.
PURPOSE: To determine what food and nutrition-related learning takes place in collective kitchens (CKs) in three Canadian cities. METHODS: Semi-participant observation and in-depth interviews were conducted with CKparticipants and leaders. Major nutrition-related themes that emerged were categorized and integrated to form a picture of how food-related knowledge and behaviours were affected as a result of CK involvement. RESULTS: In general, CKs were perceived as an important source of food-related knowledge and skills. Some behaviour changes that resulted from participation were an increased variety of foods in the diet, increased vegetable consumption, and decreased fat consumption. CONCLUSIONS: Collective kitchens can be important tools for nutrition education. However, the broader social conditions, such as poverty, that influence food-related behaviours should also be taken into account.