Outdoor Taste Education: Danish Perspectives on Potentials and Challenges for Taste Education in School Gardens and Outdoor Education

Morten Kromann Nielsen, Pernille Malberg Dyg, Karen Wistoft

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Abstract

The article explores how taste is integrated in the outdoor educational context of school gardens. The study discusses previous research critical of taste education in general and of school garden cooking programs in particular with an empirical exploration of taste education in the Danish school garden program, Gardens for Bellies. A key finding is that, despite an absence of an explicitly formulated pedagogy of taste, tasting is a central element in triggering students’ involvement in the learning process and students are encouraged, and given autonomy to reflect and make their own taste judgements. The discussion draws on newer theoretical and didactic perspectives on taste education and concludes that a critical, reflective, and systematic approach to taste education can be key to involving students’ perspectives more radically and linking the school garden experience both to the classroom and to wider educational goals.
Original languageEnglish
JournalFood, Culture and Society
Volume23
Issue4
Pages (from-to)523-541
ISSN1528-9796
DOIs
Publication statusPublished - Aug 2020

Keywords

  • Taste Education
  • Outdoor learning
  • School gardens
  • Students autonomy and involvement
  • critical reflection
  • Food choices
  • critically reflected food choices
  • Taste education
  • outdoor learning
  • school gardens
  • student autonomy and involvement

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