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- Eating/enjoying food together is a customary social practice for the celebration of important moments in the lives of families/friends and communities.
- Brings people together, celebrating the joy of friendship and community - strengthens social ties.
- The meal emphasises 'togetherness'
- Using local, fresh produce to create the highest quality of meals
- As per tradition, drinks come before the meal, at least 4 courses of food and concluding with liqueurs.

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- The association of what we eat and what we are.
- Catalonia is a nation that puts emphasis on the link between food and identity
- Food being a cohesive element in bringing different communities together
- Catalan people wanted to cook and eat well wanted to 'keep faithful to the flavours of all times'
- Food permitted these people to partake each day of the national past.
- The internationalisation of food
- The Catalonia national cuisine has been restored and treasured. They have recovered traditional recipes and promoted them through the media

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Large meals and sharing them is a social customs that ritualises the pleasure of being together.

Enjoying the process = shopping for the food, deciding what recipe to cook, cooking together, exchanging knowledge.

Welcomes ingredients from other cultures which is a way to embrace diversity.

Refelects Frances regional diversity as many different ingredients make their way to the table.

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The reading highlights the presence of different regional identities in Spain as across different parts there are different food products available and styles of cooking used.

Food is clearly more than sustainence in Catalonia as it noteable functions to tie people to their culture.

For Catalans food is a tool that is just as important as language for establishing diffentation from the rest of Spain.

Catalan cusine is one of the most resilient and long standing cusisnes in Spain.

The weather and access to the sea have influenced the type of produce available.

Influence of both Greek and Roman crops which reached the area.

Catalonia has more than just a traditional dish, it has its own cusine.

Catalonia cusine has been largely created by assimilating French and Italian cusine and making them its own and modifying them in accordence to its own style, taste and access to produce.

Like Italy, Catalonian cusine is divided into different sections based on the type of fat they had access to (oil and lard).

Having a national cusine in Catalonia is something that it's people pride themselves on as it functions to reaffirm the unity of the collective - Food permits a person to partake in their culture and engage with their history on a daily basis.

As industrialiation has occured, Catalans have continued to make their native cusine in an attempt to retain their culture against the threat of globalization

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This chapter discusses cookbooks, and cookbooks in Contemporary India in particular. It discusses how a national cuisine is constructed under contemporary conditions.
There are also subtle issues that lie behind the establishment of such a cookbooks in India - language, literacy, ethnicity, women and domesticity.
It talks about how cookbooks appear in literate civilisations where the display of class hierarchies is essential to their maintenance and where cooking is seen as a way to communicate a variety of expert knowledge (exclusive to royal or aristocratic families). I found this reading a little confusing to link back to the course, but I found it interesting that people from varying regions of India are unfamiliar with many dishes of their neighbouring provinces.

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This reading discusses cookbooks in general and more specifically the role of the cookbook in India.
I found the difference between the definition of haute cuisine in other countries compared to China and Italy very interesting; for China and Italy haute cuisine is heavily regional based unlike other countries which places emphasis on drawing on techniques and ingredients from as far away as possible.
I found this reading hard to link to Spanish, french or Italian cuisine.

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This chapter questioned why India did not seem to have a national cuisine. It also focused on the importance of cookbooks in developing national cuisine, by combining the various cuisines of regions into a standard national cuisine. The chapter describes how cookbooks and cuisine differ in India due to the hierarchy of their caste system and how it in fact reinforces this. India despite having a great amount of literature lacked many cookbooks because of a Hindu focus on eating but not as much on cooking, instead this was passed on mostly orally and many of the existing cookbooks are collections from others in various regions passed on by word of mouth. Many Indian cookbooks are written by authors outside of India some even for western audiences to then be republished in India. It was strange to learn that the regional dishes in India were unrecognisable to Indians of other regions.

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The reading described recipe books as something that enabled the 'civilizing process' of cusines. This was done my creating a sense of order and precision to making food that had not been formerly associted with its consumption. Before recipies were transcribed food was understood by many as wither something to be lavishly enjoyed by the wealthy members of society or as something that the peasants needed puerly for sustinance. But the invention of cook books not only allowed this understanding to evolve, but also permited the creation of national cusines.

Constructing national cusine in India reinforces notions of segregation: Text is written in English with reflects the country's colonization and furthermore, it is a small proportion of society that are literate that dictate what these books say about national cuisine, which may mean that it does not accurately reflect what the whole population eats. Writters of Indian cookbooks may live outside the region or even India and thus may be disconnected from the food that they are talking about. This is problematic when forming something as inhertent toi a nation's identity as one's cuisine.

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Auguste Escofie: revolutionary in that he democratised French cuisine and made it accessible to anyone via documenting his methods in easy to follow formats.

He was France's preeminent chef in the early part of the 20th century.

'Make it simple'

The father of modern cooking

A dish you cook today you can cook in the exact same way tomorrow - because each simple step is written down.

'Le Guide Culinare ' - a textbook and a cookbook.

Before him, there were no recipes - and after him, the entire restaurant business began.

Implemented the 'brigade system' - an 'army-styled' system that allows for mass production of meals - appointing chefs for particular types of food, Sous chefs for management etc.

Popularised French cooking methods

Links to Carême - as Escofie simplified and modernised Carême's elaborate methods/style

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Auguste Escoffier was a French chef who has had a lasting effect on cooking and how restaurants operate today and is seen as one of the fathers of modern cuisine. This video highlights how Escoffier revolutionised cuisine in how he took a more scientific approach to it and produced and recorded recipes with detailed precise instructions, so that they could be reproduced the exact same way by others. His 1903 book ‘Le Guide Culinaire’ is still highly respected and used up to today by chefs. Escoffier’s brigade system divided jobs in the kitchen making them more efficient and allowing people to specialise in certain elements of a dish, which helped improve their overall quality. I found it very interesting that these sorts of detailed recipes only came along just over a hundred years ago and that the recipes Escoffier made and the way he managed a kitchen are still relevant today.

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The video outlined the importance of Auguste Escoffier in the culinary world. Particularly his desire to make cuisine more accessible by writing recipes with step by step instructions.
I was surprised by the fact that prior to Escoffier and hence the 19th century, people had not written precise recipes.
I can relate to the 'brigade system' in the kitchen as I work in hospitality and have experienced head chefs giving specific tasks to each individual in order to coexist alongside others.

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Jess Grills: DAY 1, Reading C "The Birth of the Recipe": 

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Jess Grills: DAY 1, Reading C "The Birth of the Recipe": 

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The reading highlighted that in order for national cuisine to be accessed by all, it needs to be transcribed.

Escoffer is responsible for “democratising” French cuisine, because by writing out the recipes he made French cuisine accessible (and replicable) to anyone, not just those members of society that were affluent enough have access to chefs.

His emphasis on simplifying cuisine further enhanced its accessibility.

Before Escoffer there were not recipes – but his influence promoted the establishment of restaurants.

By writing out the cuisine Escoffer codified it, which allowed people to make exactly the same dish they made the day before the next day and to cook a meal for a specific number of people, however large or small that may be.

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DAY 3: Appadurai, A. 'How to make a national cuisine: Cookbooks in contemporary India'

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DAY 3: Appadurai, A. 'How to make a national cuisine: Cookbooks in contemporary India'

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Add your own byte-sized musings until you have built up a collaborative picture of the reading ready to share with the class. Consider the following:

How would you summarise the reading's content or main points?

What strikes you as novel or interesting in this reading; what did you learn?

What questions remain for you; with which points do you disagree?

How does the content relate to your own knowledge and experience?

What thoughts, ideas, examples does the reading trigger for you?

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The Birth of the Recipe | National Geographic

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DAY 2: 'The Birth of the Recipe' National Geographic 

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DAY 2: 'The Birth of the Recipe' National Geographic 

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Add your own byte-sized musings until you have built up a collaborative picture of the reading ready to share with the class. Consider the following:

How would you summarise the reading's content or main points?

What strikes you as novel or interesting in this reading; what did you learn?

What questions remain for you; with which points do you disagree?

How does the content relate to your own knowledge and experience?

What thoughts, ideas, examples does the reading trigger for you?

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No Readings Project work DAY 4, DAY 5 or DAY 6

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No Readings Project work DAY 4, DAY 5 or DAY 6

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thoughts, responses, ideas, examples...

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DAY 8: 'Gastronomic meal of the French' UNESCO 

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DAY 8: 'Gastronomic meal of the French' UNESCO 

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http://www.unesco.org/culture/ich/en/RL/gastronomic-meal-of-the-french-00437

Add your own byte-sized musings until you have built up a collaborative picture of the reading ready to share with the class. Consider the following:

How would you summarise the reading's content or main points?

What strikes you as novel or interesting in this reading; what did you learn?

What questions remain for you; with which points do you disagree?

How does the content relate to your own knowledge and experience?

What thoughts, ideas, examples does the reading trigger for you?

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DAY 7: Roser I Puig, M. 'What's cooking in Catalonia?'

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DAY 7: Roser I Puig, M. 'What's cooking in Catalonia?'

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Add your own byte-sized musings until you have built up a collaborative picture of the reading ready to share with the class. Consider the following:

How would you summarise the reading's content or main points?

What strikes you as novel or interesting in this reading; what did you learn?

What questions remain for you; with which points do you disagree?

How does the content relate to your own knowledge and experience?

What thoughts, ideas, examples does the reading trigger for you?