Taste, education, and commensality in Copenhagen food schools
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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
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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