Extreme Eating on YouTube

Extreme Eating: What Have You

Seen?
Carnivalesque transgression of healthy eating edicts: the Quad Stack and The
Double offer a challenge to their male consumers. The subversion of norms.

By locating the consumption of these burgers as part of a broader, masculine turn

to the extreme in contemporary culture, this article suggests that the burgers
transgression of healthy eating edicts not only reveals the limits of public health
educations ascetic agenda, but also highlights the complex and interdependent
relationships among media, food, health, and its discontents at a time when eating
and nutrition are sources of heightened anxiety, surveillance, and control.

healthism in which the maintenance of good health is constructed as a moral

responsibility of the individual. (fat=immoral in this context)
the abject status of the burger was also transferred to the consumers of the burger:
Donnellys sense of culinary superiority was especially evident in comparisons between
herself and Hungry Jacks customers: customers were gagging for it, apparently. I
managed about six mouthfuls before I was gagging because of it.
fast food and its consumers as culturally inferior to other types of food products and their
more discerning clientele.
opportunities for resistance to nutritional surveillance, control, and disempowerment.

implicit gendering of nutritional surveillance and restraint as feminine

Watch Video
https://www.youtube.com/watch?v=m9FRSghXhDM
Design Research

How would you approach the research for

designing a connected home device for
a young familys first apartment?
 Ethnography Continued
1. Detailed information on what people do and insights into what
they think they are doing and why they are doing it.

2. Meta-discourse: The researcher is required to become

acquainted with meanings the actions have for the members of
the group. The researcher, in one way or another, is expected to
access members own self-accounting.

3. The researcher has to be alert to nuances, taken-for-granteds

and things left unsaid, as they may provide clues to underlying
motives, presuppositions or frames of reference.

4. Detailed empirical description to reveal social processes rather

than causal generalisation is how the conventional approach
projects ethnography.
 Lets Practice Thick Description

Thick description of behaviors in their context should try to

paint a clear picture of the event, situation, environment, or
culture in question.
Show rather than tell by using evocative language. Put another
way, select words that help the reader see what is being
described. Try to be as specific as possible by avoiding general or
abstract words. Instead, use anecdotes, examples, descriptions,
and quotations to make your experience concrete for the reader.
Thick Description

Bad Better
1. The teacher smiles when the
1. The teacher likes the students enter the room, greets them
students. attentively and warmly, and hugs
those that run to her.

2. The interviewee was 2. During questions 5 thru 7 the

uncomfortable with this
line of questioning.
3. Coach Rodriguez was my
favorite.
3.
interviewee started
fidgeting in his seat, touching his
hand to his mouth, and speaking
more slowly while clearing his throat
repeatedly. He displayed none of
those behaviors in the first 4
questions.
Coach Rodriquez was the only
coach who spent 30 minutes working
one-on-one with each athlete every
week.
Watch Video
https://www.youtube.com/watch?v=Vl94MqfJPmw
 Ethnographic Field Notes

1. Date, time, and place of observation

2. Specific facts, numbers, details of what happens at the site

3. Sensory impressions: sights, sounds, textures, smells, taste

4. Personal responses to the fact of recording fieldnotes

5. Specific words, phrases, summaries of conversations, and insider

language

6. Questions about people or behaviors at the site for future

investigation

7. Page numbers to help keep observations in order

 Ethnographic Field Notes

1. [filename]
[TITLE]
[DATE]
In these sections I insert the filename of each document as a header, give each fieldnote a short title, and record the
date.

2. [DESCRIPTION OF ACTIVITY]
This is for describing what happened during the day as accurately as I can. I take a who, what, when, where, why,
how approach and try to stick to facts to create a verbal snapshot of what happened. This includes noting direct
quotes and snippets of conversations, text messages, filenames of voice recordings, and what photos I took. I am
aware that all fieldnotes are constructed, and what we choose to take notes about are influenced by a range of
factors, so in this section I try to minimise that. My aim is to keep description separate from analytical work for as long as
possible while recognising that these snapshots are just that; a glimpse of a point in time from a particular perspective,
through a particular lens.

3. [REFLECTIONS]
I reflect on the days experiences, writing about how I might have influenced events, what went wrong (and what I
could do differently next time), and how I feel about the process.

4. [EMERGING QUESTIONS/ANALYSES]
Here I note questions I might ask, potential lines of inquiry, and theories that might be useful. This is where I start to do
some analytical work.

5. [FUTURE ACTION]
This is a to-do list of actions. I usually include a timeframe alongside each point.
Watch Video
https://www.youtube.com/watch?v=iUKpVz8hRcs