We tend to think that we are familiar with waste because we deal with it every day. Yet, most aspects of waste are entirely hidden from common view and understanding, including the wider social, economic, political, cultural, and material systems that shape waste and wasting. Unlike studies that take waste and trash as their primary objects of study, discard studies looks at wider systems that make waste and wasting they ways they are. For instance, rather than asking how much people recycle and why they don’t recycle more, discard studies asks why recycling is considered good in the first place (MacBride 2011, Liboiron 2009, Ackerman 1997).
The field of discard studies is united by a critical framework that questions premises of what seems normal or given, and analyzes the wider role of society and culture, including social norms, economic systems, forms of labor, ideology, infrastructure, and power in definitions of, attitudes toward, behaviors around, and materialities of waste, broadly defined. As its starting point, discard studies holds that waste is not produced by individuals and is not automatically disgusting, harmful, or morally offensive, but that both the materials of discards and their meanings are part of wider sociocultural-economic systems. Our task is to interrogate these systems for how waste comes to be, and our work is often to offer critical alternatives to popular and normative notions of waste.
Discard Studies is designed as an online hub for scholars, activists, environmentalists, students, artists, planners, and others who are asking questions about waste, not just as an ecological problem, but as a process, category, mentality, judgment, an infrastructural and economic challenge, and as a site for producing power as well as struggles against power structures. We produce and host: monthly research-based articles on discard studies; compile a monthly report on recent articles, jobs, and calls for participation relevant to discard studies called “The Dirt”; and maintain a repository of definitions, bibliographies, and syllabi as resources.