Abstract This article analyses food schools in Copenhagen. Organized differently from the majority of Copenhagen schools, twelve food schools have chefs on site and involve pupils in preparing, cooking, and serving the daily meals. Four food schools formed the empirical basis of a qualitative study conducted in 2016, which involved interviewing pupils, food school coordinators, management, and chefs. The empirical data show that food schools entail differing understandings of a common set of visions introduced by the municipality about food education including topics such as taste, teaching and dining atmosphere. The variety of understandings and practices problematize the notion of “best practice” as a way for a municipality to unify the schools and formulate advice for new food schools. Instead, the article emphasizes the need to address the complexity and to open for a broader view on how to work with situated everyday practices also addressing e.g. materiality and bodily aspects. Only by accepting the variety of expressions, the visions of food education can be addressed and worked with in a non-essentialist manner.

中文翻译：

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哥本哈根食品学校的品味、教育和共融

摘要 本文分析了哥本哈根的食品学校。与大多数哥本哈根学校的组织方式不同，12 所食品学校在现场设有厨师，让学生参与准备、烹饪和供应日常膳食。四所食品学校构成了 2016 年进行的定性研究的实证基础，其中包括采访学生、食品学校协调员、管理层和厨师。实证数据表明，食品学校需要对市政当局引入的关于食品教育的一组共同愿景有不同的理解，包括口味、教学和用餐氛围等主题。各种各样的理解和实践使“最佳实践”的概念成为问题，作为市政府统一学校和为新食品学校制定建议的一种方式。反而，文章强调需要解决复杂性，并就如何处理日常实践以及解决例如物质性和身体方面的问题提出更广泛的看法。只有接受各种表达方式，才能以非本质主义的方式处理和处理食品教育的愿景。