Examining History, Design, and Pedagogy through the Eat, Waste, Make Project: A Feminist New Materialism Exploration of Canadian Food-based Waste
Bibliographic record
Abstract
This dissertation uses a critical design praxis to explore domestic waste practices and their link to food consumption in the Canadian context. Employing feminist new materialism discourse, which challenges nature-culture divisions and human-nonhuman distinctions, I examine waste through a broad lens covering living and non-living entities. This involves three main approaches: analyzing design and pedagogy history in Canadian archives; studying the experiences of three Canadian women raised in the 1950s; and reflecting on the “Eat, Waste, Make” project, an iterative series of public pedagogy workshops designed to engage diverse food publics with food waste. The historical investigation targets key points in design and pedagogy that contributed to household waste, especially in the post-World War II era (1950s-1970s). Cultural shifts during this time promoted immediate disposal over salvage practices. I highlight the life histories of three women to whom I am related, in relation to food and waste in order to challenge archival discourses and highlight the role of everyday pedagogies. For the “Eat, Waste, Make” project I describe and reflect on the evolution of the workshops, and explain the incorporation of critical design and public pedagogy practices in the workshop series. This research contributes to interdisciplinary understandings of food waste practices, revealing gender dynamics, materiality, and patterns of consumption. Through historical analysis, personal narratives, and creative interventions, this study sheds light on the complex human-waste-materiality relationship in food consumption.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".