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The Nouvelle Cuisine
- the "new" cuisine of paris is founded on diversity
- Migration to certain areas of Paris has begun to dominate the food scene
- In turn, this has now influenced the idea of "French cuisine" as many french chefs are starting to incorporate foreign ingredients into their repertoire - creative and innovative (even been approved by Michelin rated restaurants)
- French cuisine "ceasing the opportunity to be innovative"
- "Le Chateaubriand" - "mon quotidien quoi" - my daily reality: all about incorporating ingredients from places of origin - strawberries with indian spice
- Le Servan: Sisters are "Filipino, Polish, Jewish, Algerian" - restaurant is a french bistro. Food is french, ways of cooking/eating french but served differently according to background "dumplings curried etc) "everything that French cuisine is supposed to be and yet so rarely has been"

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The Nouvelle Cuisine (Adam Gollner)

• Paris is entering another culinary golden age, only this time with influences as diverse as its people

• Gollner’s life in 1990s Paris where Paris was struggling to integrate its booming immigrant population

• Now, integration is everywhere, at least on the plate

o Many French chefs are incorporating foreign ingredients into their cuisines which produce more creativity and confidence for innovation

o The parisian food now is starting to reflect its true spirit: unabashedly pluraliste

• Purveyors of La Gastronomie Française was anti-foreign, but  now prides itself in embracing different cultures to innovate

o Inaki Aizpitarte of Le Chateaubriand—characterizes his cooking style as “cuisine métissée” (mixed up and miscegenated)

• Integration can be seen in many contemporary French tastemakers and French restaurants. Now days, French tastemakers have incorporated many of its own original heritage and culture into a traditional French cuisine.

o “Paris begins to decolonize its attitude (culinary & otherwise)”

o There is a sense of pride in the way different cultures are finding a legitimate place in mainstream food

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Spain is alive in You (Health and Care)

·         Begin with a woman stripping off into a bikini, before moving on to some more scenic and historical monuments of Spain.

·         Cutting edge medical technology and beautifying treatment.

·         More scenic imagery (mostly water/pool related).

·         Luxury spa treatments and massages.

·         Bath therapy.

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The video focuses on Spain's advanced medical and health research technology with a complete absence of food and culture which are typically at the forefront of tourist's minds when thinking of Spain. The video focuses primarily on cosmetic health rather than general wellbeing and conveys a luxurious yet clinical image of the treatments available. The video does not provide obvious context as to where in Spain these various treatments can be found and pays no tribute to Spain's regional diversity and variation.

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Most costa Ricans them selves consider to be part of their national identity
(92%) although it wasn’t originally harvested in Costa Rica (imported by Afro-carribean)
Dish that gained middle and higher class acceptance helping to shape the national identity of Costa Rica in the late 19 th century – started from lower class as more accessible products (rice and beans)
“Regardless of where gallo pinto originated, its status as a national cuisine produced tension between its place within the social hierarchy and the ideals of citizenship and equality”
Due to the accessibility and price of rice and beans could be enjoyed and shared by all classes
No distinction between the upper and lower class when it came to food consumption
Late 19 th century rice imports began to double, triple etc
Lower class food consumption moved from beans to rice and beans due to the influx of migrants during the great depression – rice import began to rise again
Rice rose through important export import crop (traded off with coffee), beginning 1840 continually growing. Coffee became biggest export taking over growing of traditional grains (meaning more import of the basic staples such as rice)
Early 1900s was not included as a dish in Señora de Aragón famous cookbook that included many ways to cook rice and was not considered a “national dish” until the influx of Afro carribean immigrants (1930s) where rice and beans were combined
Became a dish for celebration at weddings, Christmas time, funerals etc
RICE AND BEANs combined or separated in various ways form the foundation for many Costa Rican dishes of all classes.

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- Gallo pinto (rice and bean dish), came to be a symbol of Costa Rican national identity in the 19th century, as a result of an influx of migrants.
- Derived from African American rice and beans - led to gallo pinto being associated with groups at the bottom of social pyramid - thus the food was key in defining these social groups e.g. differentiating rich from poor.
- Became popular with these groups as it was affordable and readily available. Having rice and beans in one's household symbolised the ability to be able to feed their family, and other condiments could be added (e.g. meat) depending on whether the family could afford it.
- The dish eventually made it's way to the plates of more elite as well as appearing in public spaces, and is offered to guests as a form of courtesy and hospitality.
- Although gallo pinto is seen as the national dish (which often fosters a sense of belonging, and national identity), it also highlights the historical social diversity of the Costa Rican people.
- Beans and rice are yum

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Main key points:

- National cuisine or national diet as a product of social, cultural, economic, and historic situation of the respective region (similar discourse in regards to French food culture). The consumption of rice and bean as Costa Rican’s national diet is strongly influenced by the economic accessibility as well as the shortages of other crops during the early 19th century.

- Rice was initially harvested as a supplementary agriculture program but soon became the impetus for Costa Rican’s change of dietary patterns, creating a new and hybrid universe of food habits that all mestizo decendents of Europeans, Native Americans and Africans seemed to enjoy. By the end of the first decade of the 20th century, rice was the leading import in the country.

o Gallo Pinto was initially created and consumed by Afro-Caribbean migrants at the bottom of the social hierarchy but became high-in-demand due to the appropriation of the new dish by the middle classes.

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·         The definition of a national dish, social, cultural, economic and historic meanings.

·         Roland Barthes on food- “It is not only a collection of products that can be used for statistical or nutritional studies…it is also… a system of communication, a body of images, a protocol of usage, situations and behaviour.

·         As a generalisation, national dishes begin at the apex of social hierarchy and work downwards.

·         Food allows for distinguish between societies and groups of people, eg Spaniards could differentiate themselves from natives due to their consumption of wheat.

·         Immigration can cause changes in the demands of a countries foodstuffs, as in the case of Costa Rica, although rice had been cultivated since the 16th century. The influx of Chinese, Italian and Afro-Caribbean’s in the 19th century, helped to turn it into a daily staple.

·         Gallo Pinto can be used as an example of a dish that can differentiate classes in society. With variation coming from the non-basic ingredients used in the cooking process.

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- The popular Costa Rican dish 'gallo pinto' (rice and beans) originated from poverty as a cheap and nutritious dish that fed the workers of the United Fruit Company.  The dish was soon appropriated by the middle classes as the result of a growth in the demand for rice and beans.  A bottom to top progression in the popularity of the dish.
- Now to offer rice and beans to guests acts as a gesture that shows courtesy and hospitality.
- Factors such as climate, war, economy, politics and even diplomacy combined to alter the diet of Costa Ricans
- The large scale exportation and growth of coffee in Costa Rica effected the cultivation of traditional products. As the result of colonial influences rice became cultivated in diverse parts of the world and in times of food scarcity Costa Rica relied upon this supply. Such factors are some of the aspects that contributed to the establishment of 'gallo pinto' as a national dish within Costa Rica

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It is definitely striking to see the contrast between female v male; masculinity v femininity; dominant v submissive, even in the culinary world. Men is represented as a far superior being that is able to make rational decision and create new inventions and ideas. Male cooks are portrayed with a level of luxury and finesse while female cooks are often associated with simplicity. In a sense, food signifies social hierarchy and political standing of the time. It was after the revolutionary period that female cooks began to have a more significant role in representing French cuisine. But regardless of the shift in political power and time, gender roles are still the same as it was before: men is far more able to integrate luxury, avant-garde technique in their cuisine as oppose to a relatively humble, feminine domesticity of female cooks.

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Summary:
- The French Revolution and the destruction of the culinary guilds opened up the commercial market for food to the general public of France
- This had major social consequences as the culinary guilds fortified existing social hierarchies of sex and class.  By demolishing such unions the presence of the bourgeoisie strengthen and the role of females within the culinary arena became valued
- Women became no longer attached to their patriarchal households and became individuals with a place in the labour market. Female cooks were seen as embracing the ethos of the French revolution - they symbolised simplicity and economy (the deprivation of the war years).

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·      Other thoughts

A question I would ask is whether or not there where exceptions to this rather generalised dialogue. Would it have been impossible to find eateries that had a woman in charge? Or did law literally prevent women from owning their own culinary establishment?

·         The content displays quite typical views generally associated with this era of time, and I wonder when it was that women like Brazier became accepted in French society as belonging in the upper echelons of gastronomy. How great were the change in attitudes between the end of the French Revolution and her meteoric rise?

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·         The end of the 18th century and beginning of the 19th marked a period of time when women and their contributions to gastronomy began to be recognised in France.

·         Despite it being an industry where still dominated by men, the importance of women in the culinary world was beginning to be recognised in literature. There was an association between women and economical cooking.

·         Women were important in the creation of the republican cuisine.

·         Exclusive guilds were disbanded; women began to have roles in the kitchens and dining rooms of Paris. ‘Public cooks’.

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

The omission of the author’s name when books were published by women, and the use of a masculine voice, even when books were directed at a female audience.

What questions remain for you; with which points do you disagree?
I disagree with the extensive use of police reports in this paper to prove that the culinary scene in France was dominated by men.

How does the content relate to your own knowledge and experience?
I think that the association of male cooks and chefs with elite and luxurious cooking is still something that rings true even today. While there are definitely more female cooks and chefs than ever before, it is often the case whereby men are more associated with chef positions, whereas women are more associated with cook positions and this relationship between femininity and simplicity and masculinity and elite precision continues.

What thoughts, ideas, examples does the reading trigger for you?
The importance of potatoes during the revolutionary era, symbolizing a new economic order and the consequent naming of a potato and leek soup after Antoine Parmentier, a pharmacist and social reformer who encouraged the use of potatoes in France during times of shortage. The incorporation of his name into a potato based dish reflects many other French dishes which often incorporate historical, geographical or other cultural connotations.

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Isabella

The French Republic and the revolution opened up culinary prospects for women, as their femininity was synonymous with simplicity and the economy, rather than the elite and aristocratic connotations associated with male cooks. Women began to gain a leading role in the creation of a republican cuisine, seen by Lecointe’s cookbook on healthy cooking which acknowledged women’s activities in the kitchen and the publication of first cookbook authored by a woman in French history la cuisinière républicaine which consisted entirely of recipes of how to prepare potatoes and the civic duty attached to potato preparation, however it was printed in a masculine voice and identifies no author. Women’s’ importance in the workforce began to be emphasised in France’s Republic, and events such as the dissolution of the Parisian caterer’s guild allowed the opportunity for anyone to be able to cook food and sell it for public consumption. However, while opportunities for women to participate in culinary pursuits were more prevalent, it was still a male dominated scene throughout the revolutionary era.

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thoughts, responses, ideas, examples...

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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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thoughts, responses, ideas, examples...

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DAY 2: Davis, J. 'To make a revolutionary cuisine: Gender and politics in French kitchens, 1789–1815', pp. 301-310 only

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DAY 2: Davis, J. 'To make a revolutionary cuisine: Gender and politics in French kitchens, 1789–1815', pp. 301-310 only

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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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DAY 3: Vega Jimenez, P. 'El Gallo pinto: Afro-Caribbean rice and beans conquer the Costa Rican national'

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DAY 3: Vega Jimenez, P. 'El Gallo pinto: Afro-Caribbean rice and beans conquer the Costa Rican national'

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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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DAY 7: Official Spanish Tourism campaign  

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DAY 7: Official Spanish Tourism campaign  

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http://www.spain.inf

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 8: Gollner, A. 'The New Nouvelle Cuisine' New York Times'

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DAY 8: Gollner, A. 'The New Nouvelle Cuisine' New York Times'

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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?