Taste, education, and commensality in Copenhagen food schools

Research output: Contribution to journal › Journal article › Research › peer-review

Standard

Taste, education, and commensality in Copenhagen food schools. / Hansen, Mette Weinreich; Hansen, Stine Rosenlund; Dal, Johan Kristensen; Kristensen, Niels Heine.

In: Food and Foodways, Vol. 28, No. 3, 2020, p. 174-194.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Hansen, MW, Hansen, SR, Dal, JK & Kristensen, NH 2020, 'Taste, education, and commensality in Copenhagen food schools', Food and Foodways, vol. 28, no. 3, pp. 174-194. https://doi.org/10.1080/07409710.2020.1783817

APA

Hansen, M. W., Hansen, S. R., Dal, J. K., & Kristensen, N. H. (2020). Taste, education, and commensality in Copenhagen food schools. Food and Foodways, 28(3), 174-194. https://doi.org/10.1080/07409710.2020.1783817

Vancouver

Hansen MW, Hansen SR, Dal JK, Kristensen NH. Taste, education, and commensality in Copenhagen food schools. Food and Foodways. 2020;28(3):174-194. https://doi.org/10.1080/07409710.2020.1783817

Author

Hansen, Mette Weinreich ; Hansen, Stine Rosenlund ; Dal, Johan Kristensen ; Kristensen, Niels Heine. / Taste, education, and commensality in Copenhagen food schools. In: Food and Foodways. 2020 ; Vol. 28, No. 3. pp. 174-194.

Bibtex

@article{ae529704945641bc8b2628f988a34183,
title = "Taste, education, and commensality in Copenhagen food schools",
abstract = "This article analyses food schools in Copenhagen. Organized differently from the majority of Copenhagen schools, twelve food schools have chefs on site and involve pupils in preparing, cooking, and serving the daily meals. Four food schools formed the empirical basis of a qualitative study conducted in 2016, which involved interviewing pupils, food school coordinators, management, and chefs. The empirical data show that food schools entail differing understandings of a common set of visions introduced by the municipality about food education including topics such as taste, teaching and dining atmosphere. The variety of understandings and practices problematize the notion of “best practice” as a way for a municipality to unify the schools and formulate advice for new food schools. Instead, the article emphasizes the need to address the complexity and to open for a broader view on how to work with situated everyday practices also addressing e.g. materiality and bodily aspects. Only by accepting the variety of expressions, the visions of food education can be addressed and worked with in a non-essentialist manner.",
keywords = "Schools, food education, taste, commensality, best practice",
author = "Hansen, {Mette Weinreich} and Hansen, {Stine Rosenlund} and Dal, {Johan Kristensen} and Kristensen, {Niels Heine}",
year = "2020",
doi = "10.1080/07409710.2020.1783817",
language = "English",
volume = "28",
pages = "174--194",
journal = "Food and Foodways",
issn = "0740-9710",
publisher = "Routledge",
number = "3",

}

RIS

TY - JOUR

T1 - Taste, education, and commensality in Copenhagen food schools

AU - Hansen, Mette Weinreich

AU - Hansen, Stine Rosenlund

AU - Dal, Johan Kristensen

AU - Kristensen, Niels Heine

PY - 2020

Y1 - 2020

N2 - This article analyses food schools in Copenhagen. Organized differently from the majority of Copenhagen schools, twelve food schools have chefs on site and involve pupils in preparing, cooking, and serving the daily meals. Four food schools formed the empirical basis of a qualitative study conducted in 2016, which involved interviewing pupils, food school coordinators, management, and chefs. The empirical data show that food schools entail differing understandings of a common set of visions introduced by the municipality about food education including topics such as taste, teaching and dining atmosphere. The variety of understandings and practices problematize the notion of “best practice” as a way for a municipality to unify the schools and formulate advice for new food schools. Instead, the article emphasizes the need to address the complexity and to open for a broader view on how to work with situated everyday practices also addressing e.g. materiality and bodily aspects. Only by accepting the variety of expressions, the visions of food education can be addressed and worked with in a non-essentialist manner.

AB - This article analyses food schools in Copenhagen. Organized differently from the majority of Copenhagen schools, twelve food schools have chefs on site and involve pupils in preparing, cooking, and serving the daily meals. Four food schools formed the empirical basis of a qualitative study conducted in 2016, which involved interviewing pupils, food school coordinators, management, and chefs. The empirical data show that food schools entail differing understandings of a common set of visions introduced by the municipality about food education including topics such as taste, teaching and dining atmosphere. The variety of understandings and practices problematize the notion of “best practice” as a way for a municipality to unify the schools and formulate advice for new food schools. Instead, the article emphasizes the need to address the complexity and to open for a broader view on how to work with situated everyday practices also addressing e.g. materiality and bodily aspects. Only by accepting the variety of expressions, the visions of food education can be addressed and worked with in a non-essentialist manner.

KW - Schools

KW - food education

KW - taste

KW - commensality

KW - best practice

U2 - 10.1080/07409710.2020.1783817

DO - 10.1080/07409710.2020.1783817

M3 - Journal article

VL - 28

SP - 174

EP - 194

JO - Food and Foodways

JF - Food and Foodways

SN - 0740-9710

IS - 3

ER -

ID: 245317938