(Un)learn­ing Taste in the every­day (at school)

How does my taste influence my teaching? Why, as a teacher, it almost slightly offends me if the sovereignty of my «good» (qua «educated») taste is challenged by the aesthetical preferences of students and colleagues? The paper describes the mechanisms by which certain forms of taste are assimilated and searches for teachers' possibilities to both learn and unlearn in and through their practice.

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