Analysing Society in a Global Context by Anne Sophie Krossa

Author:Anne Sophie Krossa
Language: eng
Format: epub
ISBN: 9783030455781
Publisher: Springer International Publishing

Household Behaviour

In the second room on the upper floor of the house, we are back with teacher A who previously held the introductory session. Now, it is a session on ecological awareness and household behaviour. She greets everyone in a very friendly way, though in a generally patronising tone, rather as if speaking to children again, and with a strong tendency to immediately commend everyone especially for minor things.

At the first station, the family is presented with a choice of drinks: Coke, water and apple juice. Discernibly, the father has developed his self-confidence in the previous session, and immediately takes the floor (III 46.46): “I, eh, always, always say, this not good. For my children. Always. I say this not good, but, as children love Coke, but I say always, always, this not good, this not good, problem”. Following this statement that is obviously hard to beat regarding the expressed determination, teacher A asks why it is not good. The father replies again (III 44.57): “All material not organic, all material, eh, eh, make material, not, eh, not nature”. The teacher agrees and asks again in more detail about the ingredients. While the father tries to list them, she reads the label with one of the children.

After his detailed contributions to this subject, the father attempts to go one better and suggests using Coke as toilet cleaner (III 42.24): “Eh, eh, clean toilet at home. Yes, yes! If toilet long time without clean, it becomes (incompr.)”. At the same time, he tries to introduce a grey zone to the discussion, an unusual move for this subject and this group. He is critical of the role of advertising for Coke but, at the same time, apparently considers it wrong to simply forbid it and/or his children to consume Coke (III 41.26): “If they, eh, children see it (incompr.), but all control? Ah…”. Teacher A once more inserts her knowledge about how many litres of water are necessary to produce one litre of Coke and comments (III 39.28): “It’s a terrible world!” whereupon the father differentiates and speaks about the company that controls everything.

The pattern of the teacher explaining and the father actually knowing better, or knowing more details, continues on the subject of food. Teacher A lists various vegetables that grow in the region and complements it with a reference to labels that can be found on regional products in supermarkets. This, however, does not go far enough for the father, who asks (III 28.11): “There is supermarket only organic, organic?” With this, he again goes beyond her explanations. Instead of answering his question, the teacher explains where the produce of her local institution, the conservation area, can be bought. Again, the father tries to get more specific information (III 27.28): “farm?” In an exaggeratedly laudatory manner, the teacher replies: “There are, yes, that’s even better, that is even better!” And once more, the father proves his impressively detailed knowledge by mentioning a small village nearby where such a farm shop sells local organic produce, which is confirmed by the teacher.

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