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RLGN 1430 Food: Religious Concepts and Practices Winter 2020 FINAL PROJECT (25% of final grade) There will be three options (outlined below) for the final project. The final project can build on Assignment One (the self-paced food activity), Assignment Two (documentary review), or Assignment Three (food memory reflection, or “eating/not eating”). As a component of preparing the final project, each student will be expected to work out how to incorporate new self-paced food activities, some additional resources, and/or locating information and materials into previous assignment work, following the tips, prompts, and suggestions which are outlined here in the guidelines. FORMAT: 4 to 5 pages, related to Option One, Option Two, or Option Three. Option One: at least two to three pages of written text, plus supporting materials (field notes, visuals, menus, recipes and/or web resources) Option Two: at least two to three pages of written text, plus supporting materials (menus, recipes, course readings, course resources (i.e., documentaries), and/or web resources) Option Three: at least two to three pages of written text, plus supporting materials (field notes, visuals, menus, recipes, course readings, and/or web resources) DUE DATE: The final project will be due on the last day of classes of Winter Term, Wednesday April 12, 2023, by 11:59 PM, to UM Learn. OPTION ONE (Based on Assignment One) All social anthropologists when doing fieldwork will keep a comprehensive journal or field notes concerning their understanding of the material they encounter during daily participant observation. It is a record of events and an interpretation of those events. Field notes include descriptive details, questions that are raised by new circumstances, and demonstrate a general engagement with the fieldwork context, such as noting sometimes very ordinary facts and conversations, or public discourse, about the topic the fieldworker is trying to understand. In a similar way- and as you have already developed in your first short assignment- you are writing your field notes based on one of the following topics focused on the food culture and religion in Winnipeg. For your selected topic, you will be expected to self-pace your work and research as to find evidence, based on an estimated amount of an additional two to three hours of observation, participation, conversation, eating(!), cooking, and shopping. You will be expected to indicate in some structured manner how the two to three hours were spent. This evidence can be in the form of handwritten notes, photographs, menus, interviews, recipes, packaging, etc. Tips: 1- go grocery shopping, take photos, log what you bought, and prepare your family recipe. 2- research the history of your family recipe 3- document through photos, menus, web sources, and examples from course readings and/or lecture notes “eating together” or “eating fast food alone.” You can write in the first person, as it is your experiences and insights that will form the basis of your analysis, but you will then reflect on these from an anthropological perspective, addressing the social and cultural messages that are communicated through the fieldwork topic you are addressing. Each paper will be between 4-5 pages. Please include your reference pages and attached field notes, such as pictures, adverts, menus, etc, as separate pages. These materials can be presented in different formats. They are included in the page count of your project. You will be marked on your ability to: Apply and discuss concepts from the course such as the nature of diets, the characteristics of cuisine, the eating event, etc. Draw upon a wide range of relevant sources of food culture Interrogate and assess the nature of food culture within the topic you are addressing Present appropriate descriptions, facts, examples, and comparisons, based upon your participant-observation and research, with citations Ask valid questions, reveal your curiosity, and put forward plausible answers Integrate your facts with interpretation and analysis Apply an anthropological perspective, i.e. fieldwork based, culturally relative, comparative, and holistic Include evidence of your hours of fieldwork for each paper by attaching documents and time sheet. You will choose one of the following self-paced food activities: a) Diets: Eat Your Way To… While humans have very specific nutritional needs we have also culturally shaped the solution to those needs through our learned tastes and style of eating. Humans have long wrestled with our ability to use food to shape our bodies, and evidence of this comes from the numerous “diets” that are available for anyone to eat their way to health, fitness, tummy flatness, intelligence, morality, etc. One quick Google search of “diets” brings at 21 million responses! This paper will involve thinking about the diets that surround us in the media, and the pressure that exists to shape your body to some arbitrary standard. You may want to focus upon one diet, or contrast two that have very different methods, such as a get thin quickly diet, versus a lifestyle change diet to combat diabetes. You will need to think about the implications of diets, and how they relate to society’s obsession with the way we look. b) Family Recipe There is often a particular dish that is a favourite in a family. Where did this come from? Whose recipe is it? Why is it important? What are the ingredients? What is the method? How is it served? When is it made? Is this a written recipe, or made from memory? Interview a family member about the recipe and its significance. If possible make the recipe yourself and reflect on the significance of this enculturation. Explore the importance of this recipe for you and your family, and when you would eat it together. You will need to describe your family background, and briefly note the occasions when the recipe is used. c) Gastropolitics: Eating Together This paper will allow you to examine the social and cultural dynamics of the “eating event” that you, your family, and/or friends engage in. You will address what the meal consists of and whether it is a special or an everyday meal. How many courses? The table settings, seating arrangements, order of serving, and conversations all contribute to understanding the implications of the meal for defining tightly-knit social groups. You should choose an actual meal you have recently attended, and think about why such meals are so important to all humans, and what they tell us about our social structure. d) Fast Food: Eating Alone Explore your own eating habits by considering the fast food meals you have during the day when you’re working or at school, and how the necessities of our “modern” life are catered to by fast food franchises. Should we still consider this eating, or is it feeding? You should consider the types of foods, social interactions, and the associated sense of satisfaction to be gained from these locations. What is the packaging like? What is the structure of the meal? How do you feel afterwards? What does this eating style tell us about the nature of society, and food culture? e) Food Advertising Think of the politics of food advertising—remember someone is trying to convince you to eat their product, by making appeal to health, nutrition, price, nostalgia—through some means. Take your local newspaper and look at the food advertising contained in adverts and flyers. You could also look at what food items you have in your kitchen or what you buy when you go to the grocery. Are there reasons why you buy and eat certain foods? What messages are being communicated? Are certain foods advertised to attract different age groups, genders, ethnic groups? What tells you this? Do some carry misleading messages? Do they suggest a certain lifestyle, health benefit? Are they convincing? f) Authentic or Traditional Food Heritages Take the opportunity to go and taste the cuisine of another food heritage. You should choose a restaurant providing a style of food you have not tried before. Do some research into the cuisine, so that you begin to learn the standard dishes, and styles, and then compare your research to the real thing. You can explore this form of culinary tourism with a friend, if you wish, and you may include their experiences and thoughts. You will need to draw upon the characteristics of cuisines, notions of authenticity, and domestication. You may write about the cuisine your presentation will be focused on. What are the ways that your experiences of another food heritage help you to understand concepts of “authenticity” as well as “traditional dishes”? OPTION TWO (Based on Assignment Two) Be sure, as well, to consult the Style Guide. 4-5 pages, double-spaced in a font sized similarly to 12pt Times, plus bibliography (“Works Cited”). There are three ways to focus your final project. These are three recommended approaches, related to the three documentary films that are part of our class resources. Please develop your topic and focus of discussion from Assignment Three, using one of the following documentaries: 1- “The Last Supper” 2- “Super Size Me” 3- “Fordson: Faith, Fasting, and Football” As part of developing both your discussion and analysis, Option Two requires that you choose one of the following approaches related to the issues and themes in the documentaries. You will do this by developing further your work from Assignment Three by: 1- Using one to two course readings 2- Locating one to two relevant web resources 3- Locating one to two relevant academic publications OPTION THREE (Based on Assignment Three) Food Memory- Eating or Not Eating Format: 4-5 pages, double-spaced, 12 point font, including fieldnotes, visuals, recipes, online resources, and/or “Works Cited”. Write a first-person narrative description of a food memory, preferably from your childhood, or from some other point in your life. This could be a memory of tasting a particular dish or food for the first time, liking/disliking a particular food, or it could be a memory focused on a particular eating event- a “food event”- collective or individual. You may also focus on a memory related to not eating certain foods and/or practices of abstaining from a certain food (i.e., fasting, food restrictions, religious dietary laws, allergies, or other restrictions). What were those very particular foods (= here please aim to define and describe the cultural, social and religious reasons for restricting these food items) that could not ever be eaten, and why? How was abstaining and refraining explained and what imagery was used to present food items as inedible, polluting, disgusting, and impure? As you write about your food memory, think as well about the following: what do you remember specifically? How do you feel now about these recollections from the past? How is memory linked to food and eating? What do you remember about the social contexts and family settings? Do you feel that your recollections are very complete or not as complete as you expected? Please pay attention to as many senses as you can invoke to evoke this memory. Interpret this food memory about eating or not eating, situate its significance to you personally, as well as for what it might reveal about your enculturation into particular food cultures and/or foodways. Include one of the following: a). If you recalled a dish at a specific event, interview and discuss with others who were also present and see how they remember the dish and the event; analyze the similarities and discrepancies between your recollections. Compile notes from your interview(s) and include them in your Final Project. b). If you remembered a specific dish, find recipes for it and/or interview and discuss with others who were also present. See if you can also find multiple, slightly different recipes for a dish related to a food heritage, or a regional dish (say, baklava, butter cake, cabbage rolls, black eyed peas, or…?). See how many varieties you can collect from friends, family members, and other sources (take a look in Better Homes and Gardens, or some other standard cookbook common in North America, or in relation to your food heritage and culture, or the internet for a general recipe). Include these varieties in how to make this specific dish as part of your field notes for the Final Project. c). Prepare and eat this specific food and re-create the “food memory.” Record your thoughts, emotions, experiences of eating. In what ways does eating this specific food bring back your memories? In what ways does it not? d). In terms of not eating particular foods, fasting, and food restrictions, see how you can situate your food memory of “not eating” in relation to one or two of our class resources (and readings) *or* locate one or two relevant online resources to situate and add more interpretation to your discussion. Include this additional discussion and material in your Final Project.
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Assignment 3-Food Memory RLGN 1430 A01 Chana Masala for Ramadan One of my most vivid food memories is from my childhood in Bangladesh. It was during the month of Ramadan, a time when Muslims fast from sunrise to sunset. I remember waking up before sunrise to eat a meal called sehri, which is eaten before the fast begins. It was usually a simple meal, but it had to sustain us for the entire day until sunset, when we could break our fast with the evening meal called iftar. One particular sehri meal that stands out in my memory was when my mother made a chana masala dish (BBC, 2023). She served a spicy chickpea curry with hot, buttery parathas. The smell of the spices and the sizzle of the butter as it melted in the hot pan are something that I can still remember vividly. I had never had chana masala before but loved it from the first bite. It was the perfect dish to start our day of fasting with, as it was filling and full of protein. During Ramadan, food takes on a special significance for Muslims. It becomes a means of nourishing the body and the soul. It is a time when families come together to break their fasts and share meals. I remember the feeling of anticipation as we waited for the prayer call, signaling the fast’s end. We would gather around the table and break our fast with a date and a glass of water before diving into the evening meal. It was a time of celebration and togetherness. In Bangladesh, food is an integral part of the culture. Traditional dishes are passed down through generations, and each region has its own unique cuisine. Bangladeshi food is known for its use of spices, which give dishes their signature flavor and aroma. Rice is a staple in the Bangladeshi diet, and it is often served with curries, daals, and vegetables. As a Muslim, there are certain dietary restrictions that I follow. Pork and alcohol are prohibited, and meat must be halal, which means it must be slaughtered in a specific way. During Ramadan, abstaining from food and drink during the day demonstrates self-discipline and devotion to God. It is also a time of reflection and spiritual renewal. Looking back on my food memories, I realize how much they are intertwined with my cultural and religious identity (BBC, 2023). Food has always been a way for me to connect with my family and my community. It is a way of preserving and passing our traditions to future generations. In the wider context, chana masala is a popular dish in South Asian cuisine, particularly in India and Pakistan. It is often served with rice or bread and can be made with various spices and herbs. Chickpeas are a good source of protein and fiber, making them a popular choice for vegetarians and vegans. The dish has also gained popularity in Western countries as a vegan and vegetarian option. In conclusion, my food memory of chana masala during Ramadan reminds me of the significance of food in my culture and religion. It is a dish steeped in tradition and a reminder of the importance of family and togetherness. It is a dish I still make to this day, and it always brings back memories of my childhood in Bangladesh. Reference BBC. (2023). Why food memories are so powerful. Retrieved from https://www.bbc.com/travel/article/20190826-why-food-memories-are-so-powerful
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A food memory is a recollection of a particular dish, meal, or culinary experience that has stayed with you over time. Food memories are often associated with specific moments or emotions, and they can evoke feelings of nostalgia or comfort. My earliest food memory is when I tried pitha for the first time. It is a traditional Bangladeshi dessert made by my mother on several occasions such as Eid, Bengali New year, etc. Pitha can be of many kinds. Some are crispy with filling inside, some are fried in oil and then soaked in sugar syrup, and some are soaked in milk for hours. My favorite was my mother’s special coconut pitha. It has a very soft and crunchy texture filled with creamy coconut fillings. She used to fry them in oil, and it was delicious. As I come from a Muslim family, we have a restriction for eating pork or bacon. The reason is that pork is considered unclean and unhealthy. Pigs are known to carry diseases that can be transmitted to humans, and their meat can spoil quickly in hot climates. By prohibiting the consumption of pork, Muslims can avoid these health risks.
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RLGN 1430 Assignment one 10 February,2023 Family Recipe A family recipe is a dish passed down from one generation to the next within a family. It often holds sentimental value and is a cherished part of a family’s culinary heritage. Family recipes can vary depending on the family’s cultural background and personal preferences and may be adapted over time to suit changing tastes and ingredients. They are often treasured and passed on from one family member to another, these recipes symbolize tradition and continuity within a family. One of my family recipes that is immensely popular among us is roast pulao. It is a Bangladeshi dish, and it is prepared for any kind of occasion such as Eid, weddings, birthday parties or just to eat at home. My mother usually cooks every meal in our house. This recipe has been running in our family for so long. When I was young, I saw my grandmother making this dish, then she passed the recipe to my mother and my mother passed the recipe to me. But I never tried to make it as my mother makes the best roast pulao ever. Roast pulao is basically chicken with rice, but the catch is how you cook the rice and chicken. The rice should be aromatic rice mixed with some spices such as bay leaves, cinnamon, cardamom, ghee, salt and topped with fried onions. This pulao should be cooked on low heat, so the aroma spreads in the rice. You can smell the aroma from a distance. For the chicken, my mother usually shallow fry the chicken first and then mixed them with spices such as cumin, coriander, mace, and nutmeg powder, a few drops of lime and two tablespoons of yogurt. Then in a pan, she fries some onions with ginger garlic paste and puts the chicken mixture in it with three cups of milk (salt for tasting), a little sugar if needed, and cooks that on a low flame until cooked. Roast pulao is usually served with our traditional salad which is made with cucumber, onions, coriander leaves, carrots, and a splash of mustard oil. We have been eating this dish since we were children. This dish brings back so many memories. For example, on my brother’s birthday, my mother cooked roast pulao and my other relatives were invited too, we all sat together. Someone suggested we should all eat in a big bowl. So, my mother served the food on a huge plate, and we all ate from the same plate. One of the best memories that I want to cherish my whole life. As I come from a Muslim background our food mostly consists of chicken, beef, or vegetables. We cannot eat pork under any circumstances. We are big fans of different lentils. Lentils are consumed all over Bangladesh. Here is a picture of roast pulao when I visited back home two years ago. There are some desserts on the side too.