Ideas
Gen Z, the Fourth Industrial Revolution, and African Universities
16 min read.The 4th Industrial Revolution is only one of many forces forcing transformations in higher education. As such, we should assess its challenges and opportunities with a healthy dose of intellectual sobriety, neither dismissing it with Luddite ideological fervour nor investing it with the omniscience beloved by techno-worshippers.

Like many of you, I try to keep up with trends in higher education, which are of course firmly latched to wider transformations in the global political economy, in all its bewildering complexities and contradictions, and tethered to particular national and local contexts. Of late one cannot avoid the infectious hopes, hysteria, and hyperbole about the disruptive power of the 4th Industrial Revolution on every sector, including higher education. It was partly to make sense of the discourses and debates about this new revolution that I chose this topic.
But I was also inspired by numerous conversations with colleagues in my capacity as Chair of the Board of Trustees of the Kenya Education Network Trust (KENET) that provides Internet connectivity and related services to enhance education and research to the county’s educational and research institutions. Also, my university has ambitious plans to significantly expand its programmes in science, technology, engineering and mathematics (STEM), the health sciences, and the cinematic and creative arts, in which discussions about the rapid technological changes and their impact on our educational enterprise feature prominently.
I begin by briefly underlining the divergent perspectives on the complex, contradictory and rapidly changing connections between the 4th Industrial Revolution and higher education. Then I seek to place it in the context of wider changes. First, in terms of global politics and economy. Second, with reference to the changing nature of work. Third, in the context of other key trends in higher education. Situating the 4th Industrial Revolution in these varied and intersected changes and dynamics underscores a simple point: that it is part of a complex mosaic of profound transformations taking place in the contemporary world that precede and supersede it.
As a historian and social scientist, I’m only too aware that technology is always historically and socially embedded; it is socially constructed in so far as its creation, dissemination, and consumption are always socially marked. In short, technological changes, however momentous, produce and reproduce both old and new opportunity structures and trajectories that are simultaneously uneven and unequal because they are conditioned by the enduring social inscriptions of class, gender, race, nationality, ethnicity and other markers, as well as the stubborn geographies and hierarchies of the international division of labour.
The 4th Industrial Revolution
As with any major social phenomena and process, the 4th Industrial Revolution has its detractors, cheerleaders, and fence-sitters. The term often refers to the emergence of quantum computing, artificial intelligence, the Internet of things, machine learning, data analytics, big data, robotics, biotechnology, nanotechnology, and the convergence of the digital, biological, and physical domains of life.
Critics dismiss the 4th Industrial Revolution as a myth, arguing that it is not a revolution as such in so far as many innovations associated with it represent extensions of previous innovations. Some even find the euphoric discourses about it elitist, masculinist, and racist. Some fear its destructive potential for jobs and livelihoods, and privacy and freedom as surveillance capitalism spreads its tentacles.
Those who espouse its radical impact say that the 4th Industrial Revolution will profoundly transform all spheres of economic, social, cultural, and political life. It is altering the interaction of humans with technology, leading to the emergence of what Yuval Noah Harari calls homo deus who worships at the temple of dataism in the name of algorithms. More soberly, some welcome the 4th Industrial Revolution for its leapfrogging opportunities for developing countries and marginalised communities. But even the sceptics seek to hedge their bets on the promises and perils of the much-hyped revolution by engaging it.
In the education sector, universities are urged to help drive the 4th Industrial Revolution by pushing the boundaries of their triple mission of teaching and learning, research and scholarship, public service and engagement. Much attention focuses on curricula reform, the need to develop what one author calls “future-readiness” curricula that prepares students holistically for the skills of both today and tomorrow – curricula that integrates the liberal arts and the sciences, digital literacy and intercultural literacy, and technical competencies and ethical values, and that fosters self-directed and personalised learning. Because of the convergences of the 4th Industrial Revolution, universities are exhorted to promote interdisciplinary and transdisciplinary teaching, research and innovation, and to pursue new modes of internationalisation of knowledge production, collaboration, and consumption.
Changes in the global political economy
From Africa’s vantage point, I would argue there are three critical global forces that we need to pay special attention to. First, the world system is in the midst of a historic hegemonic shift. This is evident in the growing importance of Asia and the emerging economies, including Africa and impending closure of Euroamerica’s half a millennium of global dominance. Emblematic of this monumental transition is the mounting rivalry between a slumping United States and a rising China that is flexing its global muscles not least through the Belt and Road Initiative.
Those who espouse its radical impact say that the 4th Industrial Revolution will profoundly transform all spheres of economic, social, cultural, and political life. It is altering the interaction of humans with technology, leading to the emergence of what Yuval Noah Harari calls homo deus who worships at the temple of dataism in the name of algorithms.
The struggle between the two nations and their respective allies or spheres of influence marks the end of America’s supremacy as the sole post-Cold War superpower. The outbreak of the trade war between the two in 2018 represents the first skirmishes of a bitter hegemonic rivalry that will probably engulf at least the first half of the 21st century. The question we have to ask ourselves is: How should Africa manage and position itself in this global hegemonic shift?
This is the third such shift over the last two hundred years. The first occurred between 1870-1914 following the rise of Germany and its rivalry with the world’s first industrial power, Britain. For the world as a whole this led to the “New Imperialism” that culminated in World War I, and for Africa and Asia in colonisation.
The second hegemonic shift emerged out of the ashes of World War II with the rise of two superpowers, the former Soviet Union and the United States. For the world this led to the Cold War and for Asia and Africa decolonisation.
Can Africa leverage the current shift to achieve its long-cherished but deferred dream of sustainable development?
As the highest concentrations of collective intellectual prowess, African universities and researchers have a responsibility to promote comprehensive understanding of the stakes for Africa, and to inform policy options on how best to navigate the emerging treacherous quagmire of the new superpower rivalries to maximise the possibilities and minimise the perils.
More broadly, in so far as China’s and Asia’s rise are as much economic as they are epistemic – as evident in the exponential ascent of Asian universities in global rankings – the challenge and opportunity for our universities and knowledge production systems is how best to pluralise worldly engagements that simultaneously curtail the Western stranglehold rooted in colonial and neocolonial histories of intellectual dependency without succumbing to the hegemonic ambitions of China and Asia.
Second, world demography is undergoing a major metamorphosis. On the one hand, this is evident in the aging populations of many countries in the global North. China is also on the same demographic treadmill, thanks to its ill-guided one-child policy imposed in 1979 that was only abolished in 2015. On the other hand, Africa is enjoying a population explosion. Currently, 60 per cent of the African population is below the age of 25. Africa is expected to have 1.7 billion people in 2030 (20 per cent of the world’s population), rising to 2.53 billion (26 per cent of the world’s population) in 2050, and 4.5 billion (40 per cent of the world’s population) in 2100.
What are the developmental implications of Africa’s demographic bulge, and Africa’s global position as it becomes the reservoir of the world’s largest labour force? The role of educational institutions in this demographic equation is clear. Whether Africa’s skyrocketing population is to be a demographic dividend or not will depend on the quality of education, skills, and employability of the youth. Hordes of hundreds of millions of ill-educated, unskilled, and unemployable youth will turn the youth population surge into a demographic disaster, a Malthusian nightmare for African economies, polities and societies.
As the highest concentrations of collective intellectual prowess, African universities and researchers have a responsibility to promote comprehensive understanding of the stakes for Africa, and to inform policy options on how best to navigate the emerging treacherous quagmire of the new superpower rivalries to maximise the possibilities and minimise the perils.
The third major transformative force centers on the impact of the 4th Industrial Revolution. During the 1st Industrial Revolution of the mid-18th century, Africa paid a huge price through the Atlantic slave trade that laid the foundations of the industrial economies of Euroamerica. Under the 2nd Industrial Revolution of the late 19th century, Africa was colonised. The 3rd Industrial Revolution that emerged in the second half of the 20th century coincided with the tightening clutches of neocolonialism for Africa. What is and will be the nature of Africa’s levels of participation in the 4th Industrial Revolution. Will the continent be a player or a pawn as in the other 3 revolutions?
The future of work
There is a growing body of academic literature and consultancy reports about the future of work. An informative summary can be found in a short monograph published by The Chronicle of Higher Education. In “The Future of Work: How Colleges Can Prepare Students for the Jobs Ahead”, it is argued that the digitalisation of the economy and social life spawned by the 4th Industrial Revolution will continue transforming the nature of work as old industries are disrupted and new ones emerge. In the United States, it is projected that the fastest growing fields will be in science, technology, engineering, and healthcare, while employment in manufacturing will decline. This will enhance the importance of the soft skills of the liberal arts, such as oral and written communication, critical thinking and problem solving, teamwork and collaboration, intercultural competency, combined with hard technical skills, like coding.
In short, while it is difficult to predict the future of work, more jobs will increasingly require graduates to “fully merge their training in hard skills with soft skills”. They will be trained in both the liberal arts and STEM, with skills for complex human interactions, and capacities for flexibility, adaptability, versatility, and resilience.
In a world of rapidly changing occupations, the hybridisation of skills, competencies, and literacies together with lifelong learning will become assets. In a digitalised economy, routine tasks will be more prone to automation than highly skilled non-routine jobs. Successful universities will include those that impart academic and experiential learning to both traditional students and older students seeking retraining.
The need to strengthen interdisciplinary and experiential teaching and learning, career services centres, and retraining programmes for older students on college campuses is likely to grow. So will partnerships between universities and employers as both seek to enhance students’ employability skills and reduce the much-bemoaned mismatches between graduates and the labour market. The roles of career centres and services will need to expand in response to pressures for better integration of curricula programmes, co-curricula activities, community engagement, and career preparedness and placement.
In short, while it is difficult to predict the future of work, more jobs will increasingly require graduates to “fully merge their training in hard skills with soft skills”. They will be trained in both the liberal arts and STEM, with skills for complex human interactions, and capacities for flexibility, adaptability, versatility, and resilience.
Some university leaders and faculty of course bristle at the vocationalisation of universities, insisting on the primacy of intellectual inquiry, learning for its own sake, and student personal development. But the fraught calculus between academe and return on investment cannot be wished away for many students and parents. For students from poorer backgrounds, intellectual development and career preparedness both matter as university education maybe their only shot at acquiring the social capital that richer students have other avenues to acquire.
Trends in higher education
Digital Disruptions
Clearly, digital disruptions constitute one of the key four interconnected trends in higher education that I seek to discuss. The other three include rising demands for public service and engagement, unbundling of the degree, and escalating imperatives for lifelong learning.
More and more, digitalisation affects every aspect of higher education, including research, teaching, and institutional operations. Information technologies have impacted research in various ways, including expanding opportunities for “big science” and increasing capacities for international collaboration. The latter is evident in the exponential growth in international co-authorship.
Also, the explosion of information has altered the role of libraries as repositories of print and audio-visual materials into nerve centres for digitised information communication, which raises the need for information literacy. Moreover, academic publishing has been transformed by the acceleration and commercialisation of scholarly communication. The role of powerful academic publishing and database firms has greatly been strengthened. The open source movement is trying to counteract that.
Similarly far reaching is the impact of information technology on teaching and learning. Opportunities for technology-mediated forms of teaching and learning encompassing blended learning, flipped classrooms, adaptive and active learning, and online education have grown. This has led to the emergence of a complex melange of teaching and learning models encompassing the face-to-face-teaching model without ICT enhancement; ICT-enhanced face-to-face teaching model; ICT-enhanced distance teaching model; and the online teaching model.
Spurred by the student success movement arising out of growing public concerns about the quality of learning and the employability skills of graduates, “the black box of college”—teaching and learning—has been opened, argues another recent monograph by The Chronicle entitled, “The Future of Learning: How colleges can transform the educational experience”. The report notes, “Some innovative colleges are deploying big data and predictive analytics, along with intrusive advising and guided pathways, to try to engineer a more effective educational experience. Experiments in revamping gateway courses, better connecting academic and extracurricular work, and lowering textbook costs also hold promise to support more students through college.” For critics of surveillance capitalism, the arrival of Big Brother on university campuses is truly frightening in its Orwellian implications.
There are other teaching methods increasingly driven by artificial intelligence and technology that include immersive technology, gaming, and mobile learning, as well as massive open online courses (MOOCs), and the emergence of robot tutors. In some institutions, instructors who worship at the altar of innovation are also incorporating free, web-based content, online collaboration tools, simulation or educational games, lecture capture, e-books, in-class polling tools, as well as student smartphones and tablets, social media , and e-portfolios as teaching and learning tools.
Some of these instructional technologies make personalised learning for students increasingly possible. The Chronicle monograph argues for these technologies and innovations, such as predictive analytics, to work it is essential to use the right data and algorithms, cultivate buy-in from those who work most closely with students, pair analytics with appropriate interventions, and invest enough money. Managing these innovations entails confronting entrenched structural, financial, and cultural barriers,and “require investments in training and personnel”.
For many under-resourced African universities with inadequate or dilapidated physical and electronic infrastructures, the digital revolution remains a pipe dream. But such is the spread of smart phones and tablets even among growing segments of African university students that they can no longer be effectively taught using old pedagogical methods of the born-before-computers (BBC) generation. After spending the past two decades catering to millennials, universities now have to accommodate Gen Z, the first generation of truly digital natives.
Another study from The Chronicle entitled “The New Generation of Students: How colleges can recruit, teach, and serve Gen Z” argues that this “is a generation accustomed to learning by toggling between the real and virtual worlds…They favoir a mix of learning environments and activities led by a professor but with options to create their own blend of independent and group work and experiential opportunities”.
For Gen Z knowledge is everywhere. “They are accustomed to finding answers instantaneously on Google while doing homework or sitting at dinner…They are used to customisation. And the instant communication of texting and status updates means they expect faster feedback from everyone, on everything.”
For such students, the instructor is no longer the sage on stage from whom hapless students passively imbibe information through lectures, but a facilitator or coach who engages students in active and adaptive learning. Their ideal instructor makes class interesting and involving, is enthusiastic about teaching, communicates clearly, understands students’ challenges and issues and gives guidance, challenges students to do better as a student or as a person, among several attributes.
For Gen Z knowledge is everywhere. “They are accustomed to finding answers instantaneously on Google while doing homework or sitting at dinner…They are used to customisation. And the instant communication of texting and status updates means they expect faster feedback from everyone, on everything.”
Teaching faculty to teach the digital generation, and equipping faculty with digital competency, design thinking, and curriculum curation, is increasingly imperative. The deployment of digital technologies and tools in institutional operations is expected to grow as universities seek to improve efficiencies and data-driven decision-making. As noted earlier, the explosion of data about almost everything that happens in higher education is leading to data mining and analytics becoming more important than ever. Activities that readily lend themselves to IT interventions include enrollment, advising, and management of campus facilities. By the same token, institutions have to pay more attention to issues of data privacy and security.
Public Service Engagements
The second major trend centres on rising expectations for public engagement and service. This manifests itself in three ways. First, demands for mutually beneficial university-society relationships and the social impact of universities are increasing. As doubts grow about the value proposition of higher education, pressures will intensify for universities to demonstrate their contribution to the public good in contributing to national development and competitiveness, notwithstanding the prevailing neoliberal conceptions of higher education as a private good.
On the other hand, universities’ concerns about the escalating demands of society are also likely to grow. The intensification of global challenges, from climate change to socio-economic inequality to geopolitical security, will demand more research and policy interventions by higher education institutions. A harbinger of things to come is the launch in 2019 by the Times Higher Education of a new global ranking system assessing the social and economic impact of universities’ innovation, policies and practices.
Second, the question of graduate employability will become more pressing for universities to address. As the commercialisation and commodification of learning persists, and maybe even intensifies, demands on universities to demonstrate that their academic programmes prepare students for employability in terms of being ready to get or create gainful employment can only be expected to grow. Pressure will increase on both universities and employers to close the widely bemoaned gap between college and jobs, between graduate qualifications and the needs of the labour market.
Third is the growth of public-private partnerships (PPPs). As financial and political pressures mount, and higher education institutions seek to focus on their core academic functions of teaching and learning, and generating research and scholarship, many universities have been outsourcing more and more of the financing, design, building and maintenance of facilities and services, including student housing, food services, and monetising parking and energy. Emerging partnerships encompass enrollment and academic programme management, such as online programme expansion, skills training, student mentoring and career counseling.
Another Chronicle monograph, “The Outsourced University: How public-private partnerships can benefit your campus”, traces the growth of PPPs. They take a variety of forms and duration. It is critical for institutions pursuing such partnerships to determine whether a “project should be handled through a P3,” clearly “articulate your objectives, and measure your outputs,” to “be clear about the trade-offs,” “bid competitively,” and “be clear in the contract.”
The growth of PPPs will lead to greater mobility between the public and private sectors and the academy as pressures grow for continuous skilling of students, graduates, and employees in a world of rapidly changing jobs and occupations. This will be done through the growth of experiential learning, work-related learning, and secondments.
Unbundling of the Degree
The third major transformation that universities need to pay attention to centers on their core business as providers of degrees. This is the subject of another fascinating monograph in The Chronicle entitled “The Future of The Degree: How Colleges Can Survive the New Credential Economy”. The study shows how the university degree evolved over time in the 19th and 20th centuries to become a highly prized currency for the job market, a signal that one has acquired a certain level of education and skills.
As economies undergo “transformative change, a degree based on a standard of time in a seat is no longer sufficient in an era where mastery is the key. As a result, we are living in a new period in the development of the degree, where different methods of measuring learning are materialising, and so too are diverse and efficient packages of credentials based on data.”
In a digitalized economy where continuous reskilling becomes a constant, the college degree as a one-off certification of competence, as a badge certifying the acquisition of desirable social and cultural capital, and as a convenient screening mechanism for employers, is less sustainable.
Clearly, as more employers focus on experience and skills in hiring, and as the mismatch between graduates and employability persists or even intensifies, traditional degrees will increasingly become less dominant as a signal of job readiness, and universities will lose their monopoly over certification as alternative credentialing systems emerge.
As experiential learning becomes more important, the degree will increasingly need to embody three key elements. First, it needs to “signify the duality of the learning experience, both inside and outside the classroom. Historically, credentials measured the learning that happened only inside the university, specifically seat time inside a classroom.”
Second, the “credential should convey an integrated experience…While students are unlikely to experience all of their learning for a credential on a single campus in the future, some entity will still need to help integrate and certify the entire package of courses, internships, and badges throughout a person’s lifetime.”
Third, credentials “must operate with some common standard… For new credentials to matter in the future, institutions will need to create a common language of exchange” beyond the current singular currency of an institutional degree.
The rise of predictive hiring to evaluate job candidates and people analytics in the search for talent will further weaken the primacy of the degree signal. Also disruptive is the fact that human knowledge, which used to take hundreds of years, and later decades, to double is now “doubling every 13 months, on average, and IBM predicts that in the next couple of years, with the expansion of the internet of things, information will double every 11 hours. That requires colleges and universities to broaden their definition of a degree and their credential offerings.”
All these likely developments have serious implications for the current business model of higher education. Universities need “to rethink what higher education needs to be — not a specific one-time experience but a lifelong opportunity for learners to acquire skills useful through multiple careers. In many ways, the journey to acquire higher education will never end. From the age of 18 on, adults will need to step in and out of a higher-education system that will give them the credentials for experiences that will carry currency in the job market.”
In short, as lifelong careers recede and people engage in multiple careers, not just jobs, the quest for higher education will become continuous, no longer confined to the youth in the 18-24 age range. “Rather than existing as a single document, credentials will be conveyed with portfolios of assets and data from learners demonstrating what they know.”
Clearly, as more employers focus on experience and skills in hiring, and as the mismatch between graduates and employability persists or even intensifies, traditional degrees will increasingly become less dominant as a signal of job readiness, and universities will lose their monopoly over certification as alternative credentialing systems emerge.
Increasing pressures of life for lifelong learning will lead to the unbundling of the degree into project-based degrees, hybrid baccalaureate and Master’s degrees, ‘microdegrees’, and badges. Students will increasingly stack their credentials of degrees and certificates “to create a mosaic of experiences that they hope will set them apart in the job market”.
As African educators we must ask ourselves: How prepared are our universities for the emergence and proliferation of new credentialing systems? How are African universities effectively integrating curricular and co-curricular forms of learning in person and online learning? How prepared and responsive are African universities to multigenerational learners, traditional and emerging degree configurations and certificates? What are the implications of the explosion of instructional information technologies for styles of student teaching and learning, the pedagogical roles of instructors, and the dynamics of knowledge production, dissemination, and consumption?
Lifelong Learning
The imperatives of the digitalised economy and society for continuous reskilling and upskilling entail lifelong and lifewide learning. The curricula and teaching for lifelong learning must be inclusive, innovative, intersectional, and interdisciplinary. It entails identifying and developing the intersections of markets, places, people, and programmes; and helping illuminate the powerful intersections of learning, life, and work. Universities need to develop more agile admission systems by smarter segmentation of prospective student markets (e.g., flexible admission by age group and academic programme); some are exploring lifelong enrollment for students (e.g., National University of Singapore).
Lifelong learning involves developing and delivering personalised learning, not cohort learning; assessing competences, not seat tim,e as most universities currently do. “Competency-based education allows students to move at their own pace, showcasing what they know instead of simply sitting in a classroom for a specific time period.”
Lifelong learning requires encouraging enterprise education and an entrepreneurial spirit among students, instilling resilience among them, providing supportive environments for learning and personal development, and placing greater emphasis on “learning to learn” rather than rote learning of specific content.
As leaders and practitioners in higher education, we need to ask ourselves some of the following questions: How are African universities preparing for and going to manage lifelong learning? How can universities effectively provide competency-based education? How can African universities encourage entrepreneurial education without becoming glorified vocational institutions, and maintain their role as sites of producing and disseminating critical scholarly knowledge for scientific progress and informed citizenship?
Conclusion
In conclusion, the 4th Industrial Revolution is only one of many forces forcing transformations in higher education. As such, we should assess its challenges and opportunities with a healthy dose of intellectual sobriety, neither dismissing it with Luddite ideological fervour nor investing it with the omniscience beloved by techno-worshippers. In the end, the fate of technological change is not pre-determined; it is always imbricated with human choices and agency.
At my university, the United States International University (USIU)-Africa, we’ve long required all incoming students to take an information technology placement test as a way of promoting information literacy; we use an ICT instructional platform (Blackboard), embed ICT in all our institutional operations, and we are increasingly using data analytics in our decision-making processes. We also have a robust range of ICT degree programmes and are introducing new ones (BSc in software engineering, data science and analytics, AI and robotics, an MSc in cybersecurity, and a PhD in Information Science and Technology), and what we’re calling USIU-Online.
This article is the plenary address by Paul Tiyambe Zeleza at the Universities South Africa, First National Higher Education Conference, “Reinventing SA’s Universities for the Future” CSIR ICC, Pretoria, October 4, 2019.
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Ideas
Northern Kenya Comes in from the Cold: A New Dawn for Kenyan Democracy?
Marginalised in the colonial era and ignored after independence, northern Kenya has experienced significant change over the past decade. But will the new trend endure?

The development projects that have been initiated in northern Kenya over the past decade are indicative of the promise of a new democratic ethos in the country. The various “flagship” projects — roads, an airport, infrastructure… — formally break the link with northern Kenya’s heritage of a past of deliberate marginalization.
These changes are attributed to the revival of a robust human rights programming, advocacy and implementation at regional and national level; the 2010 constitution, transitional justice mechanisms (the national cohesion and re-integration process and the Truth Justice and Reconciliation Commission processes); Sessional Paper No. 10 of 2012; Vision 2030; a changing understanding of the value of land and other forms of productivity; and the strong advocacy work of northern Kenya’s civil society and allied pro-democracy reformers of the last two decades.
In northern Kenya the space for democratic engagement and respect for human rights was constricted from the word go.
New narratives are emerging in which socio-economic and governance prospects for northern Kenya are clothed in positive practical experiences. Northern Kenya is not only poised to rightfully partake in its democratic share but also to impact Kenya’s democratic profile in a substantive manner. But will these new trends endure?
The colonial Northern Frontier District
The future of northern Kenya was inauspicious from the start: Kenya became a British protectorate in 1890 and a crown colony in 1920. In the intervening period, the British struggled to create a buffer territory between the Italians and Ethiopians on the one side and the settled southern territory on the other. The move was prompted by rivalries between Italian Somaliland, the Abyssinian Empire and the British East Africa Protectorate. The rivalry was caused, in particular, by Abyssinia’s worrisome expansion southwards that started in 1895. The Northern Frontier District (NFD) ended up being the buffer zone. The NFD comprised that swath of territory comprising of upper eastern region, north-eastern region and the northern Rift Valley.
The NFD was declared a “closed district” to Kenyans from the south, who required special permits to visit. This resulted in the perception by the locals that they were not part of the “Building Kenya “project.
Between 1941 and 1950, with the exception of French Somaliland, all Somali territories were administered by the British. With the fall of Italian forces in 1941, the British could now expand their economic and political policies across all Somali territories and the Bevin Plan to unify all Somali territories under Britain was adopted. This inspired Somalis to seriously begin to consider the idea of a Pan-Somali nation.
Having been determined by the British to be a “wasteland” from which “no resources” could be extracted, it followed that, in the view of the colonialists, the territory warranted little investment being nothing but a financial drain. In the 1920s, the most the colonial authorities could get out of the drylands of northern Kenya was the livestock (30 cattle and 50 sheep) that the communities paid every year as tribute. However, it soon emerged that the Somali community was defaulting, putting a strain between the locals and the authorities.
The NFD was declared a “closed district” to Kenyans from the south, who required special permits to visit.
Social services were essentially non-existent. There were no hospitals built in the early years of colonial rule. Education lagged behind as there was no school in the province until 1946 when the first one was opened in Isiolo. In any case, to Muslim communities, schools were deemed to be the proselytizing agents of Christianity. Even the Christian missions were not permitted in the NFD since the British feared they would generate aspirations in the locals that that they would not be able to fulfil. Quranic schools could be found in every home where a Maalim taught the Quran and the hadiths (Prophet Mohammed’s teachings). There was only one provincial hospital which was located in Isiolo whose one doctor would make visits to the districts. A few trunk roads had started being built in the 20s that linked major towns like Wajir and Garissa.
The reality was obviously different in the south of the colony. On reaching Isiolo, a community member travelling south would declare that “they had reached Kenya. This was a matter of them being conscious of the fact of their difference and understanding that their loyalty would be questioned by what they called the “down Kenya” authorities on account of their irredentist aspirations.
By the 1920s northern Kenya had already been relegated to a future full of arbitrary pre- and post-independence policy-making, and unaccountable bureaucracies with their attendant misuse of power. The link between governance and civil society participation was a mirage. Apart from having to contend with unjust legal systems, the residents of northern Kenya did not participate in decision-making. NFD was essentially characterized by almost nothing else other than gross socio-economic, cultural and political marginalisation. It was clear to all that the region was not to be a welcome and integral part of the new Kenyan “nation-building project”. As long as NFD residents paid their taxes and conflict among them did not arise, they were left to their own devices.
State of emergency
The British held a referendum in 1962 with the objective of seeking to find out if northern Kenya residents preferred territorial unity with the young Somali nation to the north or with the future republic of Kenya. Residents overwhelmingly voted to secede and join Somalia. Jomo Kenyatta’s response was unequivocal: “Not an inch of Kenya” would be taken way. A four-year guerrilla war ensued involving sections of northern Kenya residents. It is reported that by the time the Shifta (Amharic for bandit) war technically ended in November 1967, nearly 2,000 people had been killed.
On reaching Isiolo, a community member travelling south would declare that “they had reached Kenya.
The Kenyan government declared a state of emergency on 28 December 1963, barely a fortnight after Kenya became independent. This marked a turning point in the relationship between the Kenyan government and north-eastern Kenya. The declaration of the state of emergency had been prompted by the formation of an alliance between the Gabra, Borana, Rendille and Somali pastoralist communities that was expressed in the form of a political party called the Northern Kenya Progressive Peoples Party (NPPP) which, since 1960 had become the vanguard for agitating for the secession of the region from Kenya. Perceived to have been the main agitators for secession, suspicion regarding the political views and citizenship of Kenyan Somalis has endured.
Social exclusion and marginalization
In northern Kenya the space for democratic engagement and respect for human rights was constricted from the word go. The colonial authorities had little time to foster inter-community harmony, instead forcing these communities to submit to the status quo. Statehood as an idea was in this case bereft of intercommunity coherence. The colonial authorities proceeded to allocate development resources to what were perceived as “high potential” areas that would provide good returns on investment because they had adequate water and fertile soils. This essentially consigned the so-called “arid lands” to social, economic and political marginalization and infrastructure development and other basic services were to be denied to the perceived “non-productive regions” for many decades to come. This is how northern Kenya — from Turkana and Pokot in the north-west to Mandera and Wajir — came to represent the perfect case of historically marginalized societies in Kenya.
Since the region was primarily governed from a security point of view, conversations around basic needs were barely allowed. It is for this reason that Hannah Whitaker argues that while scholarship predominantly and conveniently cites Somali nationalism and the influence of the external Somali state as the main driving factor for the Somali movement to secede, little is said of the internal socio-economic grievances that the northern Kenya residents then held. These long-standing grievances remain pertinent to this day. As Dominic Burbidge equally notes, the concerns of the communities in the north “include land access for cattle grazing, availability of water points and access to markets”. He adds that cattle rustling in the north during the colonial period was caused by poorly regulated borders with Somalia.
What is surprising is that successive post-independent governments have adopted the colonizer’s attitudes and approaches towards the region, including the divide-and-rule strategies that were frequently employed by the colonial authorities. This has come at great expense to Kenya’s nation-building project and to the livelihoods, freedoms and democratic rights of the residents of northern Kenya.
The multidimensional nature of the marginalization of the north has been documented in its social, political and economic aspects. Being both the cause and effect of marginalization, poverty cuts across such factors as gender, geography, and ethnic groups, among others. A case study of social exclusion and marginalization, the region has suffered exclusion from development projects and basic services that would ordinarily be availed to other regions or ethnic groups. Economic and social marginalization has prevented the residents of this region from accessing basic services, and has denied them income opportunities and even access to jobs. The extent to which various other Kenyan regions have been resourced and developed over the years can be gleaned from the glaring disparities reflected in GPD records. For instance, for decades before the democratic transition that brought Mwai Kibaki to power, nearly 45 per cent of the nation’s employment was based in only 15 towns. This exacerbated the ethno-regional profiles of political and economic discrimination.
It was the practice since colonial times for Kenyans from the south to be appointed to head the provincial administration and the security forces up in north. Local leaders with a better appreciation of the local dynamics were left out of key decision-making processes. Those with a little education could be appointed chiefs and sub-chiefs but were more often named to even less prominent positions. The state preferred to consult its external allies for assistance whenever it was confronted with an issue. Notable appointments of northern Kenyans emerged after the failed 1982 coup. The coup prompted the then president Daniel arap Moi to begin to systematically build alliances with marginalized communities such as the Maasai and Somali. Hussein Maalim Mohamed was appointed Minister of State in 1983. His brother Mahmoud Mohamed was named Chief of General staff in 1985.
Old narratives and alternative narratives
A critical impediment to realizing a democratic and equitable governance and development system in northern Kenya has had to do with lingering misconceptions by the policy makers, media and other development actors about pastoralists, their culture and livelihoods. These misunderstandings often dovetailed with neo-classical economics that linked exclusion and social inequality to perceived individual or group character flaws, or strengths, or culture. Certain groups, for instance, would be socially excluded based on what the dominant interests felt were their own faults.
It was the practice since colonial times for Kenyans from the south to be appointed to head the provincial administration and the security forces up in north.
The centuries-old practices and way of life of pastoralists contribute to food security stabilization in the drylands ecology and provide them with adaptive skills to confront a variable climate. Yet policy makers do not see this. Instead, they hold that it is a “backward, wasteful and irrational livelihood” that occurs in “fragile, degraded and unproductive ecosystems that simply generates trouble to non-pastoralists”. Edward Oyugi explains that the 2010 constitution provided for devolution as a policy instrument, broadly and vaguely intended to reign in runaway marginalization and the social exclusion of different actors of the Kenya society on the basis of such factors as ethnicity, region, gender, negation, urban versus rural and class and other identity forms. This was specially to assist us move away from the neoclassical thinking where we blamed or celebrated others based on non-functional attributes. Thus the need to stop thinking about the industrious-crafty Kikuyu, the happy-go-lucky coastal, the pleasure-loving Luo, the culturally backward Maasai, the obedient Kamba, etc.
Pastoralists have always been portrayed as permanently embroiled in conflicts when they are not victims of droughts. Depicted as largely lacking agency, their own adaptive capacity is rarely acknowledged.
Agitation for democratic reforms and social inclusion
During the constitutional reform processes, Kenyans agitated for the removal of the centralized political system, strongly rooting for a decentralised system to take its place. Kenyans fervently called for the equitable representation of all regions in national government. Pastoralists from the north joined other communities that had missed out on any significant and representative appointments to national government offices. An example of the inequitable allocation of national government positions can be gleaned from Jomo Kenyatta’s presidency during which 28.5 per cent of cabinet ministers were Kikuyu. During the presidency of Daniel Arap Moi the percentage of Kikuyus in the cabinet dropped to just about 4 per cent while that of the Kalenjin rose sharply to 22 per cent. In addition, in the 70s, 37.5 per cent of permanent secretaries were from the Kikuyu community while 8.3 per cent were from the Kalenjin community. In 2001 the percentage of permanent secretaries from the Kikuyu community dropped to 8.7 per cent while that of the Kalenjin rose to 34.8 percent. This was again reversed when Mwai Kibaki, a Kikuyu, ascended to the presidency in 2001.
Changes in policy, law, rights programming and practice
Essentially, the democratizing project in Kenya and elsewhere was hugely aided by the strongly revived human rights programming, advocacy and activism that was experienced in Africa from 1990’s onwards. It was from this human rights language that a raft of regional and national legislations and policy frameworks were promulgated from the year 2001 onwards. This set the pace for the categorical recognition of the economic, social and cultural rights of pastoralists and other minorities. Significantly, most of these legal and policy instruments which came to benefit pastoralists and other minorities were as a result of this robust human rights re-awakening across Africa. This human rights revival was largely driven by the newly formed continental structures such as New African Partnership for Development (NEPAD — which came to represent a new vision for Africa’s development). During this period, all states within the African continent had become parties to international human rights conventions. In the years after 2001, states were obligated to respect the principles and objectives of NEPAD. Critical to some of these principles were the primacy of international human rights law which essentially provides that that legal obligations deriving from international human rights law have primacy over any other obligation. States were therefore under obligation to ensure that all their commitments — economic, financial, and commercial programmes — were aligned with international human rights law. Moreover, NEPAD established accessible, transparent and effective mechanisms to assess the exercise of responsibility, be it at the national level or at the level of the institution. These commitments were to be assessed through the procedures of the African Peer Review Mechanisms.
Understanding the existing human rights normative frameworks and their legal obligations by states for the purposes of advocating for government compliance became a requirement for the marginalized groups in northern Kenya and other parts of the country. This came in handy whenever they needed to engage in strategic litigation at various junctures in their efforts to seek redress for the violation of their economic, social, cultural and development rights. A number of communities that lodged complaints with the regional human rights mechanisms received precedent-setting decisions.
Pastoralists have always been portrayed as permanently embroiled in conflicts when they are not victims of droughts.
In the Endorois case against the Government of Kenya, the African Commission on Human and Peoples Rights elaborated the scope of the right to development. Article 22 of the African Charter states that all peoples have the economic, social and cultural right to development. The 2010 constitution seeks to strengthen national unity through building diversity as a crucial object of devolution. By recognizing the rights of collective identities, it vindicates the significance of self-governance and improved participation in decision-making as rights of communities. To this extent, it categorically identifies pastoralists as a collective identity whether nomadic or a “settled community that because of its relative geographical location has experienced only marginal participation in the integrated social, and economic life of Kenya as a whole”. The constitution further extends opportunities for redress for the marginalization and social exclusion that pastoralists and any other minority groups may have experienced when it makes provisions for affirmative action programmes in matters relating to representation in governance and in other areas related to education, access to health, employment, infrastructure and water.
Fortunes of Kenya’s first democratic transition
The 2002 democratic transition in Kenya under President Mwai Kibaki, and the attendant transitional mechanisms following the 2007 post-election violence had transformative policy ramifications for the future of northern Kenya. The transition provided hope and impetus for pastoralists and other minorities to advocate for their rights. In effect, policies directed at combating the social exclusion of certain groups began to be designed and implemented. These policies were couched in a language that saw social exclusion and inequality as not being merely a function of the operation of ideological choices, systems or structural conditions but as unjustifiable human rights violations under many human rights conventions. In the main, they emphasized recognition of the principle of non-discrimination and equality as fundamental elements of international human rights law which meant that states could not engage in the mischief of justifying less development for some groups or regions for whatever reason as has been the case previously. The principle of indivisibility of all human rights reinforced this position, clarifying the universality, indivisibility, and interdependent nature of rights. The preamble of the African Charter on Human and Peoples Rights, notes:
“Civil and political rights cannot be dissociated from economic, social and cultural rights in their conception as well as universality and the satisfaction of economic social and cultural rights is a guarantee for the enjoyment of civil and political rights”.
The African Union Policy Framework on Pastoralism (2010) set the stage not only for the recognition of pastoralism but also for the inclusion in the constitutional and legal texts of states. The enactment and implementation of the National Policy for the Sustainable Development of Northern Kenya and Other Arid Lands (Sessional Paper No 12), as endorsed by the cabinet in 2012, followed suit and reversed the provisions of Sessional Paper No.10 of 1965 that had entrenched discrimination in resource allocation based on perceived “high potential”, those associated with crop agriculture, to the detriment of the drylands where pastoralists reside. It is this 2012 Sessional Paper that comprehensively laid the ground for a series of flagship projects that were to be implemented in northern Kenya as part of the Vision 2030 development strategy.
Infrastructure galore
When a team of 50 men and women embarked on a 510-kilometre walk to campaign for the tarmacking of the Isiolo-Moyale Road on 7th November 2004, few thought that one day their dream would be realized. Northern Kenya is not only poised to rightfully partake in its democratic share but also to impact Kenya’s democratic profile in a substantive manner. But will these new trends endure? Only Kenyan citizens on the one hand — and not just the people of northern Kenya — and the state institutions, on the other, can guarantee that.
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This publication was funded/co-funded by the European Union. Its contents are the sole responsibility of The Elephant and do not necessarily reflect the views of the European Union.
Ideas
Reimagining Futures of Agriculture and Bioeconomy
A recent workshop brought together scholars, agricultural practitioners, and activists. Stefan Ouma, Eugen Pissarskoi, Kerstin Schopp and Leiyo Singo summarise some insights from a vital discussion from the degrowth and the critical agrarian studies communities discussing visions of agriculture which do not rely on growing productivity.

The transformation of the fossil-fuel based economies to a “bioeconomy” – an economy whose raw materials come mainly from renewable sources – as envisioned in the early industrialized societies of the Global North will make biomass the bottleneck resource of the 21st century. Visions of bioeconomy and agriculture which dominate debates both in the Global South and the Global North share the belief that the best means to alleviate the resulting challenges consists in increasing agricultural productivity. Critical agrarian studies scholars and activists have often flagged the negative impacts of capitalist visions of bioeconomy and agriculture, calling into questions the dominant and often capital-driven paradigms that seek to envision and implement particular agricultural futures. Interventions on roape.net and in the journal have powerfully contributed to those debates.
Many of these interventions have had a focus on Africa or the Global South more generally. But what are the visions of agriculture of those who are not in a position of political or economic power both in the Global North and the Global South? Does there exist a shared vision among them? Also, many of these interventions in one way or another are against ‘modern’ forms of agriculture, which often implies being against the industrial productivity paradigm that underpins capital-driven agricultural futures. While this paradigm has a long history, going back to the work of 18th century philosopher John Locke, and resurfacing during both colonial and post-colonial attempts to ‘modernize’ African agriculture (as Andrew Coulson shows here), it is often not clear what role ‘productivity’ would play in alternative visions of agriculture. What would make an agriculture without productivity growth attractive to small producers such as smallholder farmers and livestock keepers? Do indigenous communities and the degrowth movement (which lately has received more attention by critical agrarian studies scholars, see here and here) have their own conception of productivity or an own attitude to it? Given the recent calls that we need a deeper dialogue between degrowth and decoloniality scholars, how could decolonized conceptions of productivity capture more space in public debates and policy circles? These questions foregrounded the reflections and conversations of the workshop aptly named: Beyond Productivity: Reimagining Futures of Agriculture and Bioeconomy, held as a digital event on 8 October, 2021.
The workshop drew about 40 scholars, agricultural practitioners and policy activists from different countries including Germany, Ghana, France, India, South Africa, Tanzania, United Kingdom, and the United States. We deliberately wanted to span boundaries and gather diversely positioned scholars and activists, many of whom would normally not share the same space. This diversity, we believe, influenced the contributions and deliberations during the workshop. Of course, the theme of the workshop itself – the role of productivity for a radically sustainable agriculture and bioeconomy – constitutes a puzzle. There are contradictory attitudes towards it, even within more critical academic circles, as well as among grassroots movements representing peasant farmers and livestock keepers.
In the following, we present some insights from the discussions about this “productivity puzzle”. A lengthier documentation of the workshop’s debates can be found here.
Part 1: Role of Productivity in Agricultural Visions
The first session brought together visions of agricultural practices, which do not strive for further increase in land or labour productivity. The contributions were made by Henryk Alff and Michael Spies (Eberswalde University for Applied Sciences), Theodora Pius and Lina Andrew (Mtandao wa Vikundi vya Wakulima Wadogo Tanzania (MVIWATA), member of La Via Campesina), Christina Mfanga (Tanzania Socialist Forum), Gaël Plumecocq (French National Institute for Agriculture, Food, and Environment Toulouse), Leiyo Singo (University of Bayreuth), Paula Gioia (Arbeitsgemeinschaft bäuerliche Landwirtschaft (AbL), Germany, member of La Via Campesina), Richard Mbunda (University of Dar es Salaam), and Divya Sharma (University of Sussex). The discussions took part in parallel breakout rooms addressing the differences and similarities of the visions presented in the session.
It is incontestable that a rise in productivity can improve people’s livelihoods. However, the established notions of “productivity” are strongly influenced by capitalist imperatives. They contribute to class differentiation and uneven capital accumulation in countries such as Tanzania as several participants pointed out. These notions of productivity have been exported to Africa.Meanwhile, the idea of productivist agriculture has become deeply entrenched in farmers’ own reasoning. Due to that, they consider productivity increases as a means to rising incomes which, in turn, they need since a growing number of needs cannot be satisfied without cash.
Most participants agreed that mainstream notions of productivity need to be adjusted by recognition of additional values, for instance, frugality (or simplicity) and the well-being of the future generations. Given that we already have reached a planetary state of climate breakdown, visions that do not envision productivity rise are deemed more realistic compared to what is formulated within the conventional productivity paradigm. Agro-ecology is an option to increase productivity in quality, not quantity. Qualitative productivity improvements rest on incorporating a wide range of social and ecological values and not merely economic ones. Additionally, legal, and political frameworks that are formulated in a deliberate, collective manner could help to develop a commonly shared vision of a future agriculture and the role of productivity in it.
Some participants mentioned that the allegation of low productivity is used to continue the alienation of farmers from their means of production (seeds/land) across Tanzania. It is used to help “modern seeds” penetrate rural areas. While it is true that many farmers, especially young ones, increasingly consider agriculture as a dead-end, agriculture has rather been made to be not rewarding. Additionally, the role of brokers at the interface between farmers and markets should be critically scrutinized.
Another key question is that of political power. How can other visions of agriculture become effective? Recent policy dynamics in Tanzania provide a vital example. Despite some of well-known shortcomings, the previous regime under late-President Joseph Pombe Magufuli shared certain visions with small-scale farmers, e.g., banning trials on genetically modified organisms. Magufuli also took away land from investors that had been obtained under questionable circumstances. The current regime, however, supports investors. “For the government, investors are business partners, but for the majority these are enemies, not development partners.”, argued Christina Mfanga.
The session ended with a paradox. While we can raise several critical points about the thrust for productivity, it can be patronizing to say that small-scale farmers don’t want productivity. If asked, many farmers would probably agree that anything reducing their workload is good. At the same time, this does not mean to go down the corporate road to productivity. Another question that emerged was: “Who are the people”? How do we account for social differentiation, and potentially differentiated interests, among the peasantry and livestock keepers?
Part 2: Towards Decolonization of Productivity?
Introducing the second round of the workshop, Stefan Ouma raised the linkage between productivity and coloniality, emphasizing that notions of productivity cannot be understood without considering the colonial experience. Colonial administrators already promoted modernisationist discourses on raising productivity among ‘backward’ African producers, a rhetoric that still shines through the contemporary productivity gospel. Endorsement of economic prerogatives such as efficiency, labour productivity, and the coupling of private property and the ideology of “improvement” have European origins and buttressed colonial expansion.
Two keynote addresses were presented by Julien-François Gerber and Emmanuel Sulle followed by the commentary by Wendy Wilson-Fall. Subsequently, participants discussed in three groups the following questions:
What would make an agriculture without productivity growth attractive to smallholder producers?
Some participants suggested focusing on the plurality of productivities instead of abandoning the notion of productivity at all. This plurality should integrate social and environmental forms of productivity, such as the freedom for smallholder farmers to decide which crops they cultivate when and which crop quality they want to achieve, which is an important issue for smallholder farmers.
Other participants, however, pointed out, that the established political-economic rules make an agriculture decoupled from productivity growth unattractive. It is unrealistic to make a beyond-productivity-agriculture attractive to a young generation within the existing economic systems. The macro-level is vital since the dominant economic framing of agriculture in politics and business makes agro-industrial notions of productivity (in the narrow sense) a prerequisite. As a consequence, these participants called for a paradigm shift towards a decommodification of agriculture. This decommodification will have implications on the decolonization of agriculture since the redistributive and alienating dimensions of capitalist markets are central issues for both political projects.
Do indigenous communities and the degrowth movement have an own conception of productivity or an own attitude to it? How does it look like?
In his plenary presentation, Julien-François Gerber pointed out that the degrowth movement stresses a plurality of values among which an agricultural system must balance: well-being, meaningful work, resilience to shocks, land and labour productivity among others. Land/labour productivity (and the resulting monetary income) constitute only a part of the valuable properties of agricultural systems.
This picture of a plurality of values which need to be adequately balanced actually represents the realities of indigenous farmers and pastoralists in sub-Sahara Africa and Latin America. These groups balance the productivity of ecosystems and non-human organisms (“livestock”) with the productivity of social bonds and relationships in a different manner than the industrial farmers in the Global North. The latter put more weight on the land and labour productivity and less weight on livestock’s well-being and intensity of social bonds.
A remarkable difference lies in the fact that while the degrowth vision is largely aspirational, the pastoralist economies of provisioning are an already existing reality. Their common point – the requirement of balance amid a plurality of values – is far from being recognized by the political mainstream in the Global South or North.
How could decolonized conceptions of productivity capture more space in public debates and policy circles?
Taking the case of Tanzania, a largely agrarian society, discussants acknowledged that the country’s politics are dominated by urban elites. Therefore, without a broader movement taking on the existing ruling class, nothing will change. Those working with grassroot movements pointed out that the “people are there, but funding is the issue”. Christina Mfanga came across a lot of struggles among farmers which are “extra-organizational” (outside of organized farmer groups and movements) and thus less visible. Most of the movements she mentioned are not donor dependent. The involvement of donor funds is often a setback for radical struggles.
Researchers need to get closer to the grassroots to learn about the real struggles of the poor. Richard Mbunda emphasized the need for research that is strongly grounded in decolonial conceptions of agriculture. Data is helping the proponents of hegemonic models of productivity to speak, so alternatives need data, too. We need to have a larger discussion about decolonizing productivity and associated research. We should turn the Global North-South axis upside down; “we” in the Global North can learn a lot from the Global South in terms of human-environment relations.
Conclusion
The debates at the workshop have demonstrated that there are similar objections raised against the dominant, capital-driven visions of agricultural futures (see here and here) and the bioeconomy (see here and here) by scholars and activists from different parts of the world. The dominant visions both in the Global North and the Global South endorse the goal of productivity growth. In light of mainstream economic theories, the socio-economic institutions established in the early industrialized societies of the Global North, and their values – which have been exported to other parts of the world- productivity growth seems to be an indispensable condition for a flourishing life.
However, as the workshop debates stated, there are grassroot movements in the Global North – which are small and politically unrepresented – who object to the pursuit of further increases in land or labour productivity and who search for socio-economic models which do not depend on growth of economic aggregates yet enables life to truly flourish. There are also communities in the Global South – often politically marginalized and currently in existential crisis such as the Maasai in Tanzania – which have preserved and still realize ways of life in which growth of productivity does not play a significant role.
As such, there is fertile ground for fruitful exchange and mutual learning between critical agrarian studies researchers and activists studying these marginalized communities and grassroot movements and activists striving for recognition of their values from the Global North and the Global South. Such an exchange should avoid the temptation to romanticize these communities and movements, taking their internal contradictions and struggles around cultural values and practices seriously, as Andrew Coulson reminded us in the aftermath of the workshop.
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This article was first published by ROAPE.
Ideas
Boda Boda Justice
Local and national institutions should move beyond perpetuating harmful narratives about boda boda riders and instead leverage their capacity to contribute towards grassroots processes of protection and justice.

We are all familiar with the idea that we, as people, plan, but those plans can be quickly altered by the animate and ever-moving process of life. On October 5th, I had a pretty straightforward plan for the day, and having an accident that could have taken my life was certainly not part of it. I was jogging along my regular route when, ahead of me, I saw a car turning into a wide driveway at great speed. I instinctively slowed down to allow the car to turn, only to be hit from behind by a motorcycle that had veered off the road.
Thrown into a ditch but fully conscious, I touched my head and felt it to be completely drenched. Before I looked at my hand, I readied myself for the eventuality that it was blood I was feeling, and that this could be my last day alive. To my relief, it was just mud. I slowly moved each part of my body, to find that I had no severe injuries. I picked up my glasses, stood up, and processed that I was, indeed, alive. A crowd quickly grew around me, with people asking me who to call, or whether I wanted go to hospital immediately. Through tears, full of adrenaline and in a state of shock, I insisted that I wanted to go home; I hadn’t jogged far. I got onto one of the many boda bodas that had gathered at the scene, and home I went.
Some 20 minutes later, as I was getting into a car with a family friend to be taken to the hospital, still in a state of shock and disarray, a boda boda rider approached me. He is a rider in the local area, so we were familiar with each other. He happened to have seen me leave for my jog before the accident, and was at the same place as I was being brought back, covered in mud and crying, some ten minutes later. He explained that he had been told what had happened, that he knew who had hit me and that he was willing to participate in a justice process. I won’t go into what I went through both physically and emotional here except to say that I had avoided a neck fracture and wore a brace for a few days to allow a slight injury at the back of my neck to heal. The shock took a few days to wear off, and I remain very aware of the fact that October 5th could have gone very differently.
However, what I learned from this experience is that there is an organized structure within the boda boda community that has the capacity to administer justice at the grassroots level, which the local boda boda rider wanted deployed. The episode highlighted the social, political and economic consequences of the way in which this working-class community is perceived by the wider society, and how Kenyan society could change for the better if these broad-brush and often negative societal perspectives were abandoned.
Several months before the incident, a group of boda boda riders had been recorded violently physically and sexually assaulting a woman whose car had hit one of them along Forest Road. The ensuing aggressive and outraged discourse across social media targeted the boda boda community and its collective culture. Given the nature of the injustice faced by that woman—an incident that I can only imagine would leave a person emotionally impacted long after the assault itself—the uproar, indignation, and anger of Kenyans was not misplaced.
What I learned from this experience is that there is an organized structure within the boda boda community that has the capacity to administer justice at the grassroots level
However, even with my limited experience of the country, I felt uneasy about the state’s knee-jerk reaction which was to take all boda bodas off the road in response to the incident. Firstly, I think that the culture of women being subjected to sexual violence as a result of men, or society in general, experiencing emotions like anger towards who they are and what they do has less to do with who boda boda riders are as people, and more to do with what patriarchy has normalized regarding how women should suffer the consequences when men get emotional.
Secondly, the dogmatic nature of the car drivers vs boda boda riders conversation on Twitter felt unfair. Months before the Forest Road incident, I had been part of a small group of people that had spent hours trying to help a boda boda rider that had been hit and badly injured by a car that had then fled the scene. Bystanders at the scene supported the boda boda riders pursuing the car in question, even though they were aware that he might be subjected to violence if caught.
Thirdly, I just couldn’t see where the post-Forest Road social media discourse was going and I was nervous to wade in with what, in the face of the national outrage, felt like a fickle personal opinion of a guest in the country naively suggesting “not all boda boda riders are…” I kept quietly to myself the thought that this just wasn’t who I had experienced the boda boda community to be. Not being a Swahili speaker, one of the ways in which I navigate new parts of Nairobi, and the country generally, is by locating the nearest boda boda stage if I need to ask for directions or for any other help. I have come to know boda boda riders in a way that the capitalist culture doesn’t allow you to get to know the service providers you engage with on a daily basis. But it would have seemed tone-deaf to contribute this experiences to the discourse at the time, although I was reminded of them again following of the October 5th accident.
Bystanders at the scene supported the boda boda riders pursuing the car in question, even though they were aware that he might be subjected to violence if caught.
Victor* the boda boda rider that approached me on my way to the hospital, is the security officer of the local boda boda riders committee. This is why, when he saw that I had been injured and learned that it was as a result of being hit by a boda boda rider, he made it his personal responsibility to advocate for me in a dialogue involving the police, the owner of the bike, the local boda boda community and the person who had hit me. This process lasted a week before I decided to stop pursuing the case because of the intimidation that Victor was facing from boda boda riders in the area. As the week unfolded, I was not only struck by Victor’s commitment to ensure that I obtained justice, but I was struck by his belief in the system that he was a part of and within which he was a leader, a system that I think many Kenyans don’t know exists, or if they do, aren’t sure of its purpose or its effectiveness. Even though in my case the effectiveness of this system was compromised because of the power relations between the owner of the bike and others in the local area, it has inspired me, time and time again, to see Victor organize and mobilize a grassroots system that he has played a role in creating, for the cause of community-based justice.
A few days after we stopped pursuing the case, Victor and I sat down for an interview. Victor, who is 26 years old, has been a rider in the area for just over two years. Prior to that, Victor had been working in personal and housing security. In his words, it’s because of that experience that he was encouraged to take on the role of security officer and was elected by an overwhelming majority. “First of all, you have to understand, when you see a boda boda rider, you need to know that he is not only standing there for the money. We are keeping an eye on our surroundings in order to keep it secure,” was how Victor began his response to my question about the specifics of his role as a security officer. He went on to explain that “When anything happens regarding boda bodas, a security officer is the first person that is asked, ‘What happened?’ It doesn’t matter if it is 1 am or 3 am in the morning; if there is an incident, I have to wake up and attend to the situation, to understand what happened, who was involved, and what process is required moving forward. If you consider my area, it is part of my job to know every corner of it and be aware of every person operating in my constituency.” Victor explains that each boda boda committee that exists per constituency has a chairperson, security officer, treasurer, and secretary. “As committees, we are known by the NTSA [National Transport and Safety Authority], local police, and local community elders,” he says. People can serve in these positions until they move on, there is no term limit, and, he adds, one does not earn more for taking a leadership position. Sometimes, a person who has received help from a boda boda rider or from the committee will offer compensation in the form of materials such as boots or jackets, or cash. “We also support people financially. If a driver needs to repair his bike because of a hit, or if he needs to pay for damages caused and can’t afford it, we can organize amongst ourselves to support the person affected and be repaid slowly,” Victor explains.
It has inspired me, time and time again, to see Victor organize and mobilize a grassroots system that he has played a role in creating, for the cause of community-based justice.
I asked Victor whether the level of organization that he was describing was present before the Forest Road incident. “After [that incident], measures got much stricter when it comes to registering with the NTSA. It used to be easy. You could talk to someone at any stage and you can start driving. Now it’s much more organized. There was the president’s order that this is the case, but even us, it is something that we took very seriously. You know, it causes you shame when someone from your community harms others.” When I asked Victor why he does this work, and why he pursued my case so vigorously, he shared the following moving reflections: “I didn’t study security or go past Form 2, but this comes from inside of me. I feel very good when I know that everybody in my surroundings is safe and secure. The only reason that I do this is because I care about justice and fairness.” Interestingly, towards the end of our discussion, Victor also described a brief encounter he had had with the recently elected Governor of Nairobi, Johnson Sakaja. “I told him that we need to know each other; he needs to know us guys and we need to know them.”
As an Oromo who is actively engaged in the liberation struggle going on in Ethiopia today, I cannot help but feel a connection between the way Oromo grassroots cultural and political processes and institutions interested in the administration of justice have been misrepresented by the political and economic elites (of all ethnicities), and the way the reality of the boda boda community’s collective life has been similarly unjustly misinterpreted. If local and national institutions could move beyond perpetuating harmful narratives about boda boda riders in order to keep them at the margins of society and use them as political scapegoats when convenient, they could play a productive role in empowering and resourcing this community’s capacity to organise for grassroots justice and projection.
“The only reason that I do this is because I care about justice and fairness.”
Speaking off the record (but giving permission to use this information on the record), Victor told me about a domestic violence dispute that he was able to safely intervene in because of the work he does as a security officer. The victim in question was over 30kms away from Victor’s station, but because he could identify her as a member of his local community whose safety he feels personally responsible for, he took effective action to protect the woman. Even if—like in any institution where power and people are involved—the security institution within the boda boda community is not perfect, it is one of the many ways through which grassroots processes of protection and justice can have a transformative impact where more formalized institutional processes fall short. There is great scope for the latter to be empowered by the former in order to achieve that which I think we all want: to live safely and freely.
*Name has been changed to protect the rider
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