Practices Theory at work:

1
Seminar-SeriesTheories of practice and their
multiplicity in focus, aim and use 17.
september, 14-16

• Practices Theory at work
• Young peoples Cooking and Food habits researched
  in a practice theoretical perspective
• 1. An introduction to my research project on
  young people's cooking practice
• Break
• 2. A discussion of some theoretical issues of a
  broader relevance to the work of practice theory

Boris Andersen, Ph.D. T (45) 2013 1315 , Mail
boris_at_plan.aau.dk, Aalborg University Copenhagen,
Foodscapes, Innovation and Network (FINE),
Institute of Planning
2
1. The problem statement of the thesis

• The overall aim of the thesis was to investigate
  what motivates adolescents to cook and prepare
  food and how their cooking practice is situated
  in their everyday life.
• This problem statement is followed by five
  research questions
• What do adolecents eat throughout their day?
• How do they prepare their food?
• How does their sense of what it takes to prepare
  food and get through a meal affect their cooking
  practice?
• How do other doings and meal activities affect
  their dinner practice?
• How is it possible to motivate adolecents- who do
  not like to cook- to cook?

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2. My theory

• Using a practice-theoretical research perspective
  on the young peoples cooking-practice implied
  two things
• First, that their cooking practice would be
  researched as part of its actual performance (not
  entity).
• Second, that their cooking practice would be
  researched as part of the flow of other every
  day-life activities.
•  

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3. Methodology and research design I

•  
• The chosen methods are qualitative- based on
  video recorded observation studies and interview
  material.
• The research was carried out amongst 16 residents
  of a Danish dormitory, sharing amongst themselves
  two kitchens.
• The data includes transcriptions of the 2,5 hours
  of interview with each of the participants, 15
  hours of web-cam based video from the kitchens,
  as well as recordings of meal preparations.

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4. Methodology and research design II

•  

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5. Methodology and research design III
Videonummernavn avi_20120416_3 (1.1.1.2/TB.1.1.) Videonummernavn avi_20120416_3 (1.1.1.2/TB.1.1.) Videonummernavn avi_20120416_3 (1.1.1.2/TB.1.1.) Videonummernavn avi_20120416_3 (1.1.1.2/TB.1.1.) Videonummernavn avi_20120416_3 (1.1.1.2/TB.1.1.)
Optagested Køkkenbord Optagested Køkkenbord Optagested Køkkenbord Optagested Køkkenbord Optagested Køkkenbord
Resumé Jes laver lasagne, som ikke spises på videoen. Nikolas laver burger med fremmed kvinde. Resumé Jes laver lasagne, som ikke spises på videoen. Nikolas laver burger med fremmed kvinde. Resumé Jes laver lasagne, som ikke spises på videoen. Nikolas laver burger med fremmed kvinde. Resumé Jes laver lasagne, som ikke spises på videoen. Nikolas laver burger med fremmed kvinde. Resumé Jes laver lasagne, som ikke spises på videoen. Nikolas laver burger med fremmed kvinde.
Tid Pers Deskriptivt Hvad sker - ikke mad Deskriptivt Hvad sker - mad Ingred./ret (i ræk.)
000000 -      
003300 Jes Han ser lidt TV2-nyheder imens han laver mad især, hvis han fanges af noget lyd. Taler med nogen uden for billedet (Nik?), men ikke om mad, men om noget om studie. Jes går i gang med at tilberede et måltid, han vil lave en lasagne. Han er omhyggelig med skylning, og ved hvordan løg skal skæres, kvaser dem. Kommer olie i en gryde i god tid, så olien bliver varm, spæder op med olie. Arbejder hurtigt, tjekker peberfrugts friskhed meget grundigt. Rører i gryden efter ca. 3 min, skruer ned for blusset. Skærer også peberfrugt omhyggeligt ud, kvaser altid med kniven efter at han har skåret. Agurk Løg Olie Gryn (?) Hakket kød Peberfrugt
004338 Nikolas Nikolas stiller sig for at se på Jes, der fortsat laver mad.   Vasker fingre. Røre i gryden skruer ned  

•  

Analytical approach inspired by Jordan (1995)
Knoblauch (2006)
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6. Methodology and research design IV

• Eksempel på Interviewudskrift
• 000303-7 interviewer ja ja .... men aller
  først sådan lidt om hvordan sådan typisk hvad du
  .. spiser af mad morgenmad frokost aftensmad
  hvordan det .. spænder af (?)
• 000313-8 Asce jo ... øh morgenmad .. der øh
  .. som regel så spiser jeg en toast
• 000320-7 interviewer ja
• 000321-4 Asce ellers så lige nu har jeg ..
  købt nogen fryserundstykker der var på tilbud
• 000326-2 interviewer ja
• 000326-7 Asce og så spiser jeg det med noget
  ost ... eller også så spiser jeg bare rugbrød med
  ost
• 000333-6 interviewer ja .. får du spist
  morgenmad hver morgen
• 000334-0 Asce ja stort set
• 000336-8 interviewer ja jeg skal lige du går
  sådan ret fast på .. skole ikke? .. alle ugens
  dage og mødetid klokken otte eller hvordan?
• 000345-2 Asce ja sådan da ikk' .. altså
• 000347-4 interviewer ja ... og morgenmad er
  det sådan noget hv- si- si- sidder du herinde
  eller?
• 000352-4 Asce jeg sidder ude i køkkenet
• 000352-6 interviewer ja
• 000353-0 Asce men det er jo sådan noget
  hurtigt noget som regel ikk'
• 000356-5 interviewer ja
• 000357-0 Asce med en (?) brødsmad eller en
  toast eller sådan noget
• 000359-5 interviewer ja .. og så noget
  fjernsyn eller hvad?
• 000402-8 Asce ja .. som regel så ser jeg
  fjernsyn .. så .. tænder jeg for News samtidig
  med

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7. Conclusions I

• The conclusions of the dissertation are twofold
• First identification of what is regarded as four
  different types of food preparation practices,
  which each in its own way is characterized by a
  certain coordination between a. understandings,
  b. procedures and c engagements  and how these
  are carried out.
• The four typologies are identified
• The passionatet cooking practice
• The necessary cooking practice
• The negative ambivalent cooking practice
• The positive ambivalent cooking practice
• Analytical approach inspired by Short (2006)
  Halkier (2008 2009)

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8. Conclusions II

• Secoundly, my interest in young peoples cooking
  practice as part of the flow of their
  everydaylives and other activities included in
  their everydaylives, also made it relevant to
  introduce some additional findings, which I have
  summarized in the following
• The longing for routines cooking as a source
  that structuring everyday life (Andersen, 2015.
  pp. 154-155),
• When societys norms for eating-rythm clash the
  individuals i.e. in a situation of lack of
  breakfast hunger (ibid. pp. 80-82),
• Hot canteen food as a potential factor in the
  decline of domestic cooking (ibid. pp. 82-84)
• Healthy eating a tendencies of the males
  voluntary-disclaimer for own health (ibid. pp.
  159-162)
• Food at the Television Looking, not Making
  (ibid. pp. 150-151)
•  

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 9. Video case ITrimming the pork

•  
• The case study illustrates i.e.
• that the lack of understanding of the procedure
  and know-how can have an impact on how long the
  workflow takes and can result in a larger food
  waste,
• that the lack of understanding of the procedure
  and the lack of know-how can mean that the young
  people refrain from buying certain victuals,
• that the lack of equipment management , can mean
  that they reject going for the optimized results.
• View
• Trimming the pork
• (8 min)

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 10. Video case II The dangerous comes from
the inside

• The case study illustrates, i.e.
•  Choice of meats
• Choose two types of meat chicken pieces and
  minced beef, not because she dont like others
  sorts of meat, but because she doesnt know how
  to cooked it.
• Will be scared if she is not sure that the meat
  is well done, that's why she would rather choose
  to roast it Central to the steaks is that they
  should not be red, therefore, she liked to cut it
  into small pieces.
•  
• Roast on the frying pan
• Routines without understanding (checking whether
  the oil is hot or not, just because she has seen
  other doing it)
• Her frying practice takes a relatively long time
  and requires a lot of attention, caused of
  lacking understanding and routines
• View
• The dangerous comes from the inside
• (6 min)

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11. Video case III To be or not to
beroutinized "

•  

• The case study illustrates i.e.
• the difference between cooking in a flow and not
  to work in a flow
• differences in the use of equipment
• Noticed the remarks on cooking practice in
  comparison with
• driving practice. 
• View
• To be or not to beroutinezed
• (6 min)

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• Break

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12. Proposals for interventions and further
research

• Based on my findings I attempt to recommend how
  to support and strengthen the adolescents
  willingness to cook. These are manly focused on
  creating better and more inspiring facilities
  for collective cooking and facilitating meal-
  and cooking communities at dormitories.
• My ideas for further research is summarized as a
  interest of
• A deeper understanding of the connection between
  current meal practices, meal routines of the
  childhood and home economics class content.
• Research to follow up on initiatives aiming at
  supporting adolescents desire to prepare food,
  and by this strengthen my thesis about the
  ability of meal communities to motivate cooking
  practices.
• The application of the identified types of
  practice to different areas.
•  

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13. Methodological reflections

• The theoretical and methodological reflections of
  my dissertation are mainly concerned with the
  problems regarding
• How is a practice delimited
• How to bring in the materiality into play through
  analytical work
• Challenges in the focus and prioritizing emerged
  as a consequence of the chosen explorative
  research design
• That the practice theoretical perspective, which
  I have used cannot stand alone, but has to be
  supported by other theories

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14. Discussion IMateriality/body/sociality

• How does practice theory handle the possible
  interaction (the social) between people when they
  perform?
•  

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15. Discussion IIRoutines/norms/(free)will

• Is there a space for "the free will" in practice
  theory?
•  

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16. Discussion IIITheory/empirical
data/everyday-life perspective

• Does practice theory challenge an everyday life
  research perspective?

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17. A revisited practice-theoretical model
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• References
• Andersen, B (2015a) Commensality between the
  young. I Kerner, S, Chou, C Warming, B
  (red.) Commensality From every food to feast
  43-49. London Bloomsbury Publishing
• Andersen, B. (2015b). What motivates adolecents
  to cook, and how is their cooking practice
  situated in their
• everyday life. Aalborg University (Ph.D. theisis,
  written in Danish with an summary in English)
• Giorgi, A (1975). An Application of
  Phenomenological Method in Psychology in A.
  Giorgi, C. Fischer Murray (ed.) Duquesne
  Studies in Phenomenological Psychology (2)
  82-103. Pittsburg
• Halkier, Bente Jensen, Iben. 2008b. Det Det
  sociale som performativitet et praksisteoretisk
  perspektiv på analyse og metode. Dansk
  Sociologi, nr 3/19.
•  
• Halkier, Bente. 2009. Suitable Cooking?
  Performances and positionings in Cooking
  Practices among Danish Women. In Food, Culture
  and Society Vol. 12, pp. 357-377.
• Jordan, B. Henderson, A. 1995. Interaction
  Analysis Foundations and Practice. I The
  journal of the learning science, vol. 4
•  
• Knoblauch, H. (red.) 2006. Videoanalysis
  Methodology and Methods Qualitative Audiovisuel
  Data Analysys in Sociology. Peter Lang
  Europäischer Verlag der Wissenschaften.
• Kvale, S. 2008. InterWiew en introduktion til
  det kvalitative forskningsinterview. Hans
  Reitzels Forlag.