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Lecture 4

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University of Toronto Scarborough
Jessica Taylor

Lecture 4 – Monday, October 03, 2011 Food and social Connections  Sharing, making and exchanging food brings people together  Family, food and feminism  The gift and reciprocity  Pigs, Pork and Affines Food preparation  Certeau and Giard – The nourishing acts  He was interested in the everyday practices which are repetitive  Everyday private activity  Private, personal, not public or political  Women – how much work they involve and the value of work  Food practice that are unnoticed – a place where women have been grounded. They are interested in looking at the everyday meals  Jeanne Dielman (YouTube clip) Chantal Ackerman o Turning the camera on the everyday and repetitive o Turning the viewer’s gaze on this every day activity o Small gestures that go into peeling a potato o Under certain circumstances it can be seen as oppressive o That is the situation under which they are writing  In France, food gives a feeling  Importance of diet for children and diet  Housewife as personal doing the buying for her family  Repetitive and knowledge less  Trying to escape the gendered roles of cooking and trying to write inside  Discovering how to cook food, she absorbed knowledge from her mother.  Small, every day, unconscious aspects of cooking. Small and not complicated cooking experiences.  New joy of cooking, she suggests that this is a link to past generations of women who were not able to express themselves. Their knowledge and experience has travelled forward to her.  Link between work as a cook and the work that she is doing as a writer  Doing-cooking – women’s work. Initially concerned something that doesn’t need to be learned Carrington – Feeding Lesbigay Families  Food creating Family (Marjorie deVault) – sharing a meal is a family kind of thing. Same sex couples. o Non-traditional families, how they use these normal daily practices. They are not separate from the larger class structure, ethnicity or o Food and feeding creates family o Work that is necessary to prepare a meal  Food creating Identities  Rhetorical strategies: cooking/Cleaning, Cooking/Shopping o They work to create a sense of equalitarian systems o They are creating two jobs. they each have one half of the division o Everyone has to help equally to the partnership o They serve and confuse a lot of the work that gets down  ‘Invisible’ work o The work is not divided so clearly but in fact the two parts of the work do not involve the same amount of work o Knowledge of what family members like to eat. How can you make something to satisfy everyone o Work and recreation schedules o Stock and ingredients in the cupboard VS what you need for the meal o Knowledge of how long fruits and vegetables last o These kinds of knowledge are not distributed equally o Feeding – making a meal for people. Stages  Planning o Most families have one meal planner. This person does a lot of the work involved in the feeding and day to day shopping. o Planning is – buying, and shopping every three days. Assembling the ingredients. o Emotional management – process of establishing the preferences of others. o This kind of work is gendered as female. o Women are expected to do this more than men o In the families he looked at – this social work is not divided in the couples. Knowledge of partner. The two people in the couple did not have the same knowledge of what the other person liked. o One person has the need to gain more knowledge because they are doing the planning o Learning about food preparation techniques o Nutritional knowledge  Provisioning o Make it clear that things such as knowledge like what you have and where to buy t
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