Product details
- ISBN 9781975508241
- Dimensions: 152 x 229mm
- Publication Date: 31 May 2026
- Publisher: Myers Education Press
- Publication City/Country: US
- Product Form: Paperback
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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.
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.
