Religious taste: A reflection repertoire for teaching food diversity

TY - JOUR

T1 - Religious taste

T2 - A reflection repertoire for teaching food diversity

AU - Wistoft, Karen

PY - 2022/11

Y1 - 2022/11

N2 - Food, taste, and meal cultures change over time according to place and occasion, and food diversity contributes greatly to identity formation. This includes factors like gender, age, religion, ethnic origin, education, occupation, attitudes, emotions, etc. Food education, e.g., home economics education, offers very few guidelines, textbooks, etc. that can guide teachers on how to teach religious taste as an important part of food diversity. The general objective of the present research contribution is to highlight the impact of religious traditions and rituals on food and/or taste education. The research combines theoretical and empirical approaches, including taste philosophy, systems theory, taste didactics, and empirical studies. Moreover, the article uses survey data to illustrate the relevance of teaching food diversity, including religious taste, in food education. The article provides three empirical examples of religious taste, Muslim taste, Jewish taste, and Japanese taste cosmology, as a reflection repertoire for teaching food diversity.

AB - Food, taste, and meal cultures change over time according to place and occasion, and food diversity contributes greatly to identity formation. This includes factors like gender, age, religion, ethnic origin, education, occupation, attitudes, emotions, etc. Food education, e.g., home economics education, offers very few guidelines, textbooks, etc. that can guide teachers on how to teach religious taste as an important part of food diversity. The general objective of the present research contribution is to highlight the impact of religious traditions and rituals on food and/or taste education. The research combines theoretical and empirical approaches, including taste philosophy, systems theory, taste didactics, and empirical studies. Moreover, the article uses survey data to illustrate the relevance of teaching food diversity, including religious taste, in food education. The article provides three empirical examples of religious taste, Muslim taste, Jewish taste, and Japanese taste cosmology, as a reflection repertoire for teaching food diversity.

KW - Didatics

KW - Food diversity

KW - Reflecivity

KW - Religious taste

KW - Food diversity

KW - Food education

KW - Reflection repertoire

KW - Religious taste

KW - Taste didactic

UR - http://www.scopus.com/inward/record.url?scp=85147351182&partnerID=8YFLogxK

U2 - 10.18848/2160-1933/CGP/v12i02/49-63

DO - 10.18848/2160-1933/CGP/v12i02/49-63

M3 - Journal article

VL - 12

SP - 49

EP - 63

JO - Food Studies: An Interdisciplinary Journal

JF - Food Studies: An Interdisciplinary Journal

IS - 2

ER -