Exploring the Complexity of Teaching Taste, Focusing on the Complexity of Research-Practice Collaboration

TY - CONF

T1 - Exploring the Complexity of Teaching Taste, Focusing on the Complexity of Research-Practice Collaboration

AU - Wistoft, Karen

AU - Qvortrup, Lars

N1 - a. Karen Wistoft is professor at the Danish School of Education, Aarhus University. Since 2014, she has built up the research field “Learning, Food Knowledge, Taste Didactics and Well-being in School and Day Care.” She is co-manager of the cross-disciplinary center “Taste for life” (2014-2021). As research director of a team of young education researchers Karen Wistoft has managed several other externally funded research and evaluation projects. Since 2003 she has published 165 books, reports and articles and given keynote lectures at international Food Studies conferences. She has built up an international network with researchers from Japan, Europe and USA. b. Lars Qvortrup is professor at the Danish School of Education, Aarhus University. His research focuses on taste didactics, school development, and school leadership. He has been professor at Aalborg University, University of Southern Denmark, dean at the Danish School of Education and vice chancellor at The Royal Danish School of Library Science. Since 1983 Lars Qvortrup’s list of publications includes 320 publications. He has written and/or edited approximately 50 books in Danish, English, Swedish and Norwegian, and more than 250 articles in Danish and international readers and journals. He has lectured all over the world.

PY - 2019/7/10

Y1 - 2019/7/10

N2 - The objective is to identify the complexities of a new education curriculum: The teaching of taste. In addition, ways are suggested to manage these complexities. Three fields of complexity are identified: the complexity of taste as a theme of education; the complexity of teaching taste in different settings; the complexity of establishing collaborative networks around taste education. Together, a dynamic system of hypercomplexity emerges.Based on stakeholder studies and empirical classroom observations, the paper analyzes the three fields of complexity with a special focus on the third field of complexity: How to identify the objectives, codes and worldviews of different stakeholders, and how to develop polycontextural zones and structural couplings as preconditions for developing supportive collaborative networks.

AB - The objective is to identify the complexities of a new education curriculum: The teaching of taste. In addition, ways are suggested to manage these complexities. Three fields of complexity are identified: the complexity of taste as a theme of education; the complexity of teaching taste in different settings; the complexity of establishing collaborative networks around taste education. Together, a dynamic system of hypercomplexity emerges.Based on stakeholder studies and empirical classroom observations, the paper analyzes the three fields of complexity with a special focus on the third field of complexity: How to identify the objectives, codes and worldviews of different stakeholders, and how to develop polycontextural zones and structural couplings as preconditions for developing supportive collaborative networks.

KW - Teaching taste

KW - Complexity

KW - Taste dimensions

KW - Taste competence

KW - Taste authority

KW - Research-Practice

KW - Collaboration

KW - Stakeholders

KW - Didaktik

KW - Madkundskab

M3 - Paper

SP - 1

EP - 10

T2 - American Educational Research Association Annual-Meeting 2020

Y2 - 17 April 2020 through 21 April 2020

ER -