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Karen Wistoft

Taste in food education: a critical review essay

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In this article, we focus on how taste is used in contemporary food education. By critically discussing a series of academic studies that design and evaluate taste education programs for children, we argue that most of the literature on taste education demonstrates a reductive understanding of taste and is essentially mistrustful of children’s taste rather than developing children’s ability to make critical food choices. Taste is seen as a barrier to the adoption of “correct” eating habits and is not recognized as an important sense, a source of pleasure, or a central way of sensually understanding and approaching the world. In other words, taste education becomes a tool to push children toward “hegemonic nutrition.
Original languageEnglish
JournalFood and Foodways
Volume26
Issue4
Pages (from-to)329-349
Number of pages21
ISSN0740-9710
DOIs
Publication statusPublished - 2018

    Research areas

  • Taste education, Food education, Hegemonic nutrition, Taste barrieres, Learning goals, food education, hegemonic nutrition, learning goals, taste education, taste barriers

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