ABSTRACT
The Food Design Institute (FDI) at Otago Polytechnic has been using design as pedagogy to teach its Bachelor of Culinary Arts (BCA) since 2011. This approach uses design as pedagogy to provide students with tools to develop their own food and provide solutions to myriad food problems. One of the outcomes of the application of this pedagogy has been that students have been given more agency over their learning. This paper explores the tension between structure and agency in this new pedagogy for culinary arts. In particular, we explore how design has broken down the structures of traditional culinary arts pedagogy across the three years of the BCA. The paper concludes with a discussion of the implications of design as pedagogy for culinary arts educators. Note: A paper by Woodhouse and Mitchell in these proceedings provides a preface for this paper.
