No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Culinary arts education: Unpacking and disrupting its master-apprentice pedagogy
Abstract
Available to read for free for the next 30 days
https://url.au.m.mimecastprotect.com/s/IlCkC5QP6XiZkqOxuy9CfB?domain=authors.elsevier.com
... У савременом друштву разликују се кулинарство у угоститељству и у друштвеној исхрани (Recuero-Virto, Valilla Arrospide, 2024). Циљ кулинарства у угоститељству је остварити зараду, па је самим тим прилагођен избор и начин припреме јела (Woodhouse, Rodgers, 2024). У том смислу све је подређено задовољавању жеља гостију. ...
... This essay contributes to recent dialogues in culinary education, which highlighted the urgent need for curriculum reviewers to reevaluate their academic programs' pedagogical frameworks (Abidin and Basar, 2024;Bucher and Lee, 2023;Woodhouse and Rodgers, 2024). It particularly addresses the need within the wine education in higher education-a field that remains notably unexamined and overlooked (e. g., Carmer et al., 2024). ...
Is wine a snobbish product? Yes, it can be, especially when one is from a region where viticulture is non-native. But should wine be a product of snobbery? In this essay, the authors reflect on the intimidating world of wine tasting and its potential to breed snobbery. The authors explore the classist undertones embedded in traditional wine lexicons rooted in European tastes, critiquing its ways, and how it deters today’s diverse consumers and learners. Challenging the norm, the authors advocate for a new pedagogical approach called “whining about wine” or “w(h)ine/w(h)ining,” a perspective that desnobberizes wine and emphasizes its role as a unifying medium rather than a divisive, elitist product. The essay proposes a pedagogical shift away from snobbery perpetuation, and towards a pedagogy that embraces self-awareness, experiential engagement, and internal knowing.
... This essay contributes to recent dialogues in culinary education, which highlighted the urgent need for curriculum reviewers to reevaluate their academic programs' pedagogical frameworks (Abidin and Basar, 2024;Bucher and Lee, 2023;Woodhouse and Rodgers, 2024). It particularly addresses the need within the wine education in higher education-a field that remains notably unexamined and overlooked (e.g., Carmer et al., 2024). ...
Is wine a snobbish product? Yes, it can be, especially when one is from a region where viticulture is non-native. But should wine be a product of snobbery? In this essay, the authors reflect on the intimidating world of wine tasting and its potential to breed snobbery. The authors explore the classist undertones embedded in traditional wine lexicons rooted in European tastes, critiquing its ways, and how it deters today's diverse consumers and learners. Challenging the norm, the authors advocate for a new pedagogical approach called “whining about wine” or “w(h)ine/w(h)ining,” a perspective that desnobberizes wine and emphasizes its role as a unifying medium rather than a divisive, elitist product. The essay proposes a pedagogical shift away from snobbery perpetuation, and towards a pedagogy that embraces self-awareness, experiential engagement, and internal knowing.
The research looked at David Gelb’s 2011 documentary, Jiro Dreams of Sushi, from the shokunin concept’s perspective. Referring to Hall’s circuit of culture, the research focused on two interrelated links within cultural studies: production and consumption. Production and consumption referred to the sushi culture. Shokunin was defined as mastery of one’s profession or artisans. The film reflected this concept through the character, Jiro Ono, who dedicated his life to excelling in making sushi. The method applied in the research was qualitative. The data were drawn from the film’s cinematography which referred to the camerawork, and mise-en-scène, which referred to everything on the film frame, as part of the film studies method applied. The findings show that in terms of production and consumption of sushi within the circuit of culture, the film has shown the interrelated meaning of sushi culture: that in the context of Jiro Ono’s sushi, sushi becomes more than just food, but through its complex production and consumption process, sushi culture becomes a representation of ancient Japanese concept, shokunin, which emphasizes on discipline, perfection, beauty and of course, hard work, and sacrifice. These findings are supported by visualizing the production and consumption through the film’s cinematography and mise-en-scène.
What does “good eating” mean in the world of gastronomy and culinary arts? In this article, the authors subjected gastronomy’s longstanding definition “the art and science of good eating” to critique. While widely accepted, the standing definition often carries an elitist undertone that reflects Eurocentric ideals. In this conceptual inquiry, the authors examined the problematic connotations of “good eating” and propose the idea of desnobberization, a gastronomic lens that encourages one to rethink what constitutes as “good” in the context of good eating that ultimately advocates for a more inclusive and relativist way of appreciating and thinking about food. Good eating, in short, should lie in the heart of the taster. The authors also offer an original definition for gastronomy and culinary arts.
The “culinarian” is a casual term used synonymously to describe “chefs” and “cooks.” In this article, I suggest there is more to the label than its synonymity, advocating a culinarian as a serious pupil of culinary arts. I present a story entitled Pâte à Choux, a Love Story to portray five exclusive characteristics of the culinarian, theorizing the culinarian as a thinker, aesthetic operative, ethical being, creative liver, and creative expresser. Existing social science theories and literature are woven into the fabric of the story, offering an academic discussion that is both theoretical and artistic. I conclude with a provisional definition of the culinarian for future research, alongside a reflexive research memo on the employed narrative methods. This monograph also features two exclusive pâte à choux recipes, courtesy of World Pastry Champion—WeiLoon Tan.
The early medieval gilds of north‐west Europe were very different from their later medieval descendants. They were not specifically urban or economic in focus, instead being based on religious devotion, feasting and mutual protection, usually among members united by status and geography. Treatment of gilds differed sharply between the two main representatives of the tradition in the region: the Carolingian empire and Anglo‐Saxon England. In the former, gilds were vilified as coniurationes, spontaneous oath‐bound associations, which rulers feared might undermine their authority and that of the hierarchy they represented. But in the latter gilds flourished, especially in the tenth and eleventh centuries, when England produced the first gild statutes of medieval Europe. This contribution examines these two traditions, and the reasons for the break between them.
This study examined learning outcomes for students who were enrolled in an introductory cooking course that used online taped videos. The study sample was composed of 206 students enrolled in online taped video classes and 184 enrolled in traditional live classes. The students in both groups received the same teaching instructions except for the demonstration delivery methods. A 2-way mixed design was used to test for significant differences in student performance between 2 instructional delivery methods (i.e., online taped video and live class demonstration) for both individual and team tasks. The results indicated that both delivery methods produced similar student performance levels when individual and team tasks were considered together. However, students taught by the online delivery method had better group performance than students taught by the traditional method. The findings suggest that the online delivery method should be utilized in culinary arts education; however, efforts to enhance group sy...
Bourdieu’s version of field theory has had an impressive impact on the ways that sociologists of education conceptualize educational practices. These accounts tend to focus on the varying levels of ontological complicity established between students’ cultural dispositions and educational institutions. In this paper, the wisdom of these accounts is acknowledged but it is also suggested that Bourdieu’s field theory does not go far enough to detail the ways that positions in local educational fields embody pedagogic qualities and action trajectories. Drawing on insights from social psychology and relational sociology, a field theory for local educational action is outlined that more adequately accounts for the ways that students and educators directly experience and act upon curricular and pedagogic qualities in educational settings. An empirical example is then offered of the authors’ claims within the context of curricular tracking/streaming, and the article concludes by considering the practical and political consequences of this theoretical shift.
Culinary arts education has remained largely unchanged for more than a century. Since the time of Auguste Escoffier, students have been taught French classical cookery using a master-apprentice model of education that began in the Middle Ages. While the vocational apprenticeship has been replaced in some instances by education delivered by public and private institutes, rote learning from a master continues. Contrast this with the fast pace of modern cookery and an outpouring of culinary innovation not seen in at least 150 years and you have an education system that simply cannot keep up. This article discusses the current culinary arts education system in New Zealand and identifies several forces that are highlighting the need for change. Food media’s popularizing of culinary design provides both inspiration and aspiration for those wanting to learn culinary arts. Meanwhile, the New Zealand Government promotes design through its technology curriculum and lauds design-led business and creative industries as the way of the future. Surrounding this is a growing global awareness of the challenges that we face in providing safe, sustainable and ethical food to an increasing population. The article concludes by briefly outlining how Otago Polytechnic’s Bachelor of Culinary Arts is attempting a paradigm shift that has N. Cross’ ‘designerly thinking’ at its core.
Purpose
Drawing on social anthropology this paper aims to focus on the role of culture in identity formation through an examination of the results of research into the culture of the chef – culture manifest in what has been referred to as the “culinary underbelly”.
Design/methodology/approach
In‐depth interviews were conducted with head chefs of Michelin‐starred restaurants and celebrity chefs with the aim of exploring the social and cultural processes underpinning the formation of chef identity.
Findings
These illustrate what it feels like to belong on the basis of such signifying structures as language, community, and kinship. Being a chef is more than just a job, it is sacred work involving sacrifice and pain leaving a physical imprint on the individual in the form of burns, cuts and scalds. Such marks are the physical manifestation of chef culture.
Research limitations/implications
The findings are not generalizable to all chefs. Further research should focus on issues of gender and ethnicity, and on chefs working in different types of establishment and at different levels/status to those interviewed here.
Originality/value
The findings and the analysis provide valuable insights into chef identity. This analysis is important because the significance of concepts such as culture and identity for understanding specific job roles is still under explored within a hospitality context. Managers need to be able to understand and work with the cultural dynamics inherent in job roles because these impinge on key issues such as recruitment, retention and team building of all staff, not just chefs.
This article presents the results of research conducted between 2006 and 2007 as part of a 4-year study on culinary internships. The article explores what can be described as the culinary life, developing a picture of working in a kitchen. It then compares and contrasts the work of key writers in the area of internship. Phenomenological views are provided and quantitative data analyzed from the 2006 and 2007 cohorts of students studying for a bachelor of arts in culinary arts to establish their attitudes toward international internships. The research found that gaps existed between the attitudes of the 2006 and 2007 students.
In this special issue of the Journal of Hospitality and Tourism Management many issues confronting today's food and beverage manager are evident in the contributions received from a plethora of distinguished scholars whose perspectives embrace a variety of academic disciplines. Their articles highlight the current state of play in food and beverage research, reporting on the symbolism and 'meaning' of wine; the added value provided by increasing employee/customer interactions; legal issues, including duty of care in hospitality provision; the benefits of mass customization to flight catering; the influence of vanity and values in women's food preferences; and a comprehensive insight into the history and progress of food and beverage research. In responding to the dramatic social and technological changes that have occurred worldwide, hospitality, as we know it, can no longer be confined to hospitality management. Such developments require a new school of thought, one that is better equipped to think through the daunting complexities of our contemporary world. Clearly, the contributions published in this issue show that food and beverage operations research is but one dimension of a larger hospitality landscape. The topics, themes and insights contained within this collection of articles will be of value to both academics and industry practitioners.
This article aims to demonstrate that in raising the discipline of culinary arts and gastronomy beyond the craft/vocational level to under/postgraduate degree level, educators need to become critically reflective and knowledgeable (qualified) and enable students to learn how to learn, to become entrepreneurial and technological innovators, and to lead worthwhile lives as citizens, with a sense of mission and responsibility for the planet and the poor.It draws on a lifetime's study and experience in culinary arts education, transforming craft-based vocational programs into cognitive educational ones, preparing students to become more than cooking operatives, and introducing concepts that establish culinary arts and gastronomy as serious disciplines worthy of full academic status.Critical reflection allows practitioners to think critically about their practices. It allows educators to become critically reflexive practitioners. It facilitates culinary arts and gastronomy students and researchers. It allows them to become resource persons (consultants), offering guidelines and suggesting approaches to critical thinking and problem solving. Critical reflection engages culinary arts and gastronomy students and researchers in exploring the learning–teaching process in a manner that enhances the development of the discipline's knowledge base. It involves both the study of a situation with a view to improving the quality of the action within it and challenging the orthodoxy of traditional methods of education in the field. In short, it is an approach to excellence.In seeking to raise the academic level of culinary, gastronomy, and hospitality education to excellence, lecturers need to enable students to become involved in the assessment process by becoming critically reflective learners. Students must learn how to learn, to assess their own and others' learning through collaborative, peer, and self-assessment processes.
Keeping pace with the vegan race: a challenge for culinary arts education
- Connell
Economics and the origin of the restaurant
- Kiefer
Innovating guru-shishya Parampara traditions
- Kiran
Suppressing desire as culinary discipline: can culinary education Be hedonistic? Should it Be?
- Deutsch
Edible Nature: new world food and coloniality
- Janer
Critical self-reflection: a means to instigate a culinary education revolution
- Woodhouse
Culinary education: past, present practice and future direction
- Mills