Overview

Why is the sense of taste so conspicuously absent from contemporary educational research and so severely rationed in the ways it is lived in universities and schools? After all, in the world, taste is a perceptual and epistemological powerhouse in the complicated process of staying alive as well as living a life. Taste is also a process of world making. It's a way of reading, naming, mapping, imagining, remembering, and making worlds and connecting to the worlds of others—therefore it is curricular. In attending to how taste matters and matters of taste, chapters in Tasting Education: Viewing Curriculum, Pedagogy, Learning, and Educational Research Through the Sense of Taste invite participants to think about taste as a sense, and/or the sense of taste, as it plays out in the thinking and doing of education and its inquiry. This book takes up taste as an embodied set of meanings that are sensuous, pragmatic, and political: as a key part of the sensorium, and as engagement with the sensuosity of the olfactory, the nose, the mouth, the tongue as a way of making meaning of food, but also ways for making meaning from the food for thought and action that theory can provide. It also asks us to take into account the culture of food as it relates to education; whose palates are catered to and whose remain marginalized, deliberately destroyed, or are left-unfed? Taste, then, also becomes a way of resisting, challenging, and reimagining such modes as they play themselves out in curriculum and pedagogy and reveal collective commitments that include shared pleasure alongside political and social action (Siniscalchi, 2018). This book offers a space for deeper conversations around taste in curriculum and elsewhere, and how taste is being used to dismantle oppression in these spaces. The slow-food movement argues that ""taste and pleasure"" must return to the table (Siniscalchi, 2018). Tasting Education invites the mixed pleasures and problematics of taste to the table of educational research as well. Tasting Education will appeal to faculty and students in graduate-level courses related to curriculum, instruction, social foundations and leadership studies, as well as those involved with food studies courses.

Full Product Details

Author:   Laura M. Jewett ,  Zulitazhira Hinojosa
Publisher:   Myers Education Press
Imprint:   Myers Education Press
Dimensions:   Width: 15.20cm , Height: 0.90cm , Length: 22.90cm
ISBN:  

9781975508241

ISBN 10:   1975508246
Pages:   225
Publication Date:   30 March 2026
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Forthcoming
Availability:   Not yet available  
This item is yet to be released. You can pre-order this item and we will dispatch it to you upon its release.

Table of Contents

Foreword by T. Jameson Brewer Introduction by Zulitazhira Hinojosa and Laura M. Jewett Chapter 1. Relationalities of (More-Than) Tasting Education: An Artographic Journeying by Andrie Savva Chapter 2. Food for Thought: A Métissage of Taste, Place, Identity, and Slowness in Education by Sonam Dema, Aleksandra Dubinina, Narges Mansouri, Rui Yin, and Wanda Hurren Chapter 3. Tasting Our Way Out of the Classroom: Experiential Learning in Sociology of Food by Katherine Everhart Chapter 4. Whatever Salt Is: Taste, Affect, and the Building of Relational Knowledge by Anastasia Goodwin Chapter 5. Tasty Fables by Zulitazhira Hinojosa Chapter 6. Sweet, Bitter, Spicy, and Complex: A Taste-Centered Perspective on Teacher Education (Re)viewing Teacher Education through Taste by Suzanne Porath Chapter 7. Savoring Knowledge: A Feminist Critical Lens on Taste in Education and Care by Erin K. West Chapter 8. Bitter, Sweet, and Umami: Affective Sensory Encounters in Mother–Daughter Artistic Pedagogy by Hsin Fang Chapter 9. There Ain't No Sugar in Cornbread: Food and the Veil of Nostalgia in Southern Place by Ugena Whitlock Chapter 10. Taste Test: Probing Primary Tastes to Overcome a Vapid Curriculum by Clover Johnson Chapter 11. Taste as an Act of Resistance by Patricia Ramirez-Biondolillo Chapter 12. Taste as Method: Gastronomy and Interdisciplinary Food Pedagogy in Chocolate: Politics and Pleasure at Chatham University by Sally Frey and Emily Schostack Chapter 13. A Golden Ticket to Taste: On the Current State of Cocoa Quality Education by Carla D. Martin and José López Ganem Chapter 14. Cultivating Vegetables and Taste in the Urban Food Desert by Ellen Kang Chapter 15. Taste, Identity, and Resistance in Food Justice Movements by Gabrielle Lenart Chapter 16. The Neuroqueer Tongue: Rethinking Taste, Sensory Politics, and Inclusive Futures in Education by Ginney Norton Chapter 17. A Taste of Life and Death: Towards Curricular Palate Cleansers Against Necropolitics, Biosocial Fatalism, and Divisions of Empathy by Patrick Phillips Chapter 18. Tuning into Taste by Joanne Yoo Chapter 19. Tasting Education with Chopsticks: A Diasporic Hakka Cuisine by Nicholas Ng-A-Fook Chapter 20. Eat Me: Taste, Desire, and What it Means to Want to Know by Laura M. Jewett About the Authors Index

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Author Information

Laura Jewett, PhD. is a Professor of Curriculum Theory and Curriculum Studies at The University of Texas Rio Grande Valley. Research interests focus on the triptych of consciousness, culture and curriculum. Zulitazhira Hinojosa is a high school biology teacher at Johnny G. Economedes High School in Edinburg, Texas. She teaches in an inclusive classroom, where she supports both exceptional and on-level learners in mastering foundational biology content and preparing for the State of Texas Assessments of Academic Readiness end-of-course biology exam. Hinojosa holds a Bachelor of Science in Chemistry from the University of Texas at Austin, a Master of Arts in Special Education from the University of Texas Permian Basin, and is currently pursuing a Doctor of Education in Curriculum and Instruction at the University of Texas Rio Grande Valley. As a proud UTeach alumna, Hinojosa is deeply committed to mentoring the next generation of educators. She formally and informally supports pre-service , first-year and veteran teachers through roles as a UTeach mentor , ECISD INSPIRE Mentor, and district curriculum writer. Her passion for addressing the public school teacher shortage in Texas is evidenced by her sustained involvement in mentorship and teacher preparation efforts. As both a teacher and an emerging scholar, she is dedicated to bridging theory and practice by drawing from educational research to inform her instruction while allowing the realities of public schooling to shape her scholarly inquiry. Her pedagogical priorities center on inclusive, justice-oriented science education that respects all students' diverse ways of knowing. She embraces what is known as an epistemological pluriverse which is a recognition that knowledge takes many forms and emerges through varied cultural, material, and embodied experiences.

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