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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.

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Gen Z, the Fourth Industrial Revolution, and African Universities
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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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Paul Tiyambe Zeleza is a Malawian historian, academic, literary critic, novelist, short-story writer and blogger.

Ideas

Diversification and Decolonisation of Economics

Decolonisation requires collective critical critique of knowledge creation through a historical lens — by whom, where, why, and how — to illuminate the embedded colonial practices that are the foundations of existing gender, racial, ethnicity, disability, class, sexuality, geographic, and other divisions.

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Diversification and Decolonisation of Economics
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The mission of D-Econ (Diversifying and Decolonising Economics) is to promote inclusivity within the content and institutions of the economics discipline due to the dominance of Eurocentric thinking. This situation has occurred because of the longstanding exclusion of alternate views — based on identity (gender, race, geography), and theoretical-methodological discrimination — from the teaching of economics in higher education institutions. Thus, D-Econ argues, the knowledge base and debate of issues to be relevant to the world’s majority needs to include non-white and non-male voices as well as heterodox approaches.

D-Econ’s mission is framed at countering mainstream (conventional) economics. I think this ambition needs to be bolder. It needs to extend beyond the mainstream to explicitly encompass the entire social science discipline of economics.

The mainstream is ‘guilty as charged’. I think many within our heterodox community can be similarly charged.

Many sites that determine ‘legitimate heterodox knowledge’ cannot be characterised as always displaying tolerance and respect for difference. Contributions to heterodox conferences, workshops, journals, teachings, and more, are marred — not just on the odd occasion — by one perspective asserted as the ‘truth’, or reluctance (sometimes even open hostility) for constructive dialogue about the contributions of alternative perspectives. These practices replicate orthodoxy’s ills.

Heterodox economic scholars also have an ethical and moral obligation — thus responsibility — to ‘diversify and decolonise’ their teaching, research, and other practices given our own experiences of marginalisation, exclusion, and disregard by the mainstream. To not do so is tantamount to condoning the discriminatory practices that have buttressed the mainstream’s hegemony.

Diversification and decolonisation will not be — but should be — innate to all members of the heterodox economics community. Deliberative actions are required that require more than — as needed with the mainstream — ‘changing the narrative’.

The praxis of many heterodox economists needs to change. By praxis, I mean the activity of human beings (in this case, heterodox economists) that directly shapes both aspects of social reality (in this case, the teaching of economics and its application to explaining social reality) and themselves as producers of knowledge.

Decolonialisation is not about rewriting or erasing history. Nor can it be achieved by academics and students completing an anti-slavery awareness training module. Decolonisation is also more than the revision of curriculum content, assessment tasks, and reading lists to include scholarly works by women and persons of colour.

Decolonisation requires collective critical critique of knowledge creation through an historical lens — by whom, where, why, and how — to illuminate the embedded colonial practices that are the foundations of existing gender, racial, ethnicity, disability, class, sexuality, geographic, and other divisions.

Decolonisation also requires the ‘practice’ of an ongoing reflexive process given the institutionalised nature, and reproduction, of inequalities in the higher education sector, the primary site of knowledge production.

Decolonisation should not be conflated with diversification. Diversification is more than moving beyond the dominance of white heterosexual Eurocentric male voices in the creation and dissemination of knowledge.

Diversification is also much more deliberative than job advertisements stating that ‘women and minorities are encouraged to apply’, much more than an institution providing training in ‘conscious bias’, and much more than special journal issues, editorial boards, conference panels and workshops including women, persons of colour, or scholars from the Global South. These actions are mere tokenism, as is the advocacy and not the overt practice of theoretical-methodological pluralism in knowledge production and pluralism in the topics investigated.

To achieve and maintain substantive and authentic diversification and decolonisation of economics, the praxis of all heterodox economists needs to embrace a conjunction of interrelated actions. A single action is inadequate for the task. Moreover, unending vigilance is required to embed the ‘gains’ so that these become conceived as ‘norms’.

There are, I contend, four key interrelated actions for heterodoxy to ‘detoxify’ and lead the way on diversifying and decolonising the social science discipline of economics.

One key action is transparency about one’s ‘positionality’.  I am referring to a scholar’s social ontology — her ‘world view’ of the nature, character, basic features, structures, and constituents of social reality — and her epistemological views (how knowledge is created by, for example, observation and induction or model building and deduction). Analytical constructs reflect a chosen research methodology which, in turn, reflects ontological and epistemological beliefs. These should be rendered explicit.

The purpose of social inquiry, and the practice of economics as a social science, should be to explain an ever-changing and increasingly complex social reality. The knowledge produced needs to accord with social reality to be relevant to the many and be able to address persistent issues and crises such as the climate emergency, inequality, and global pandemics. The analytical approach of the mainstream denotes reality as a closed system devoid of social, political, and historical contexts. Thus, issues are falsely framed, and the approach is the antithesis of the research task at hand. Positional transparency evokes openness about the ‘methodological position’ the researcher has taken to the problem under investigation and thus, appropriateness to explain social reality.

Positionality reflects a scholar’s gender, race, ethnicity, history, nationality, geographic location, political views and more. Thus, positional transparency is interrelated with a second action — acknowledgement of the social construction of knowledge, and the exclusionary role that language can play.

Knowledge is situated. Any knowledge created is inevitably framed by the lives and experiences of the knowledge producers (and reflected through their positionality). The language of mainstream scholarship presents it as ‘objective’ and ‘scientific’, and thus authoritative, not influenced by the positions and lives of its creators. This is inherently dishonest and should be always called out.

Explicit acknowledgment that knowledge creation is situated in lived experiences — and thus, are arguments/analyses — recognises that a plurality of explanations is possible. As Sheila Dow wrote 25 years ago, ‘no one knowledge system can capture totality because each is partial, reflecting a vision of reality’.  Visibility of the positioned nature of knowledge will mean greater integrity in scholarship.

Further, the rhetoric deployed by knowledge producers plays a significant role in silencing underrepresented voices, and the reproduction of insular communities. Rhetoric can act as a social control mechanism by dismissing the scholarship of others as ‘biased’ or ‘unscientific’. This should not only be revealed but heterodox economists should consciously seek not to replicate. This, in turn, means clear recognition that the English language actively creates, not just conveys, the message.

Acknowledgment of the social construction of knowledge and language use leads to a third action—a transformative approach to knowledge building and learning. With the inclusion of new information and different perspectives, frank, open conversations can expose the realities of marginalisation, discrimination, and power relations, and societal privilege (not necessarily intellectual superiority) resulting in the ubiquity of white, male, Eurocentric voices.  Knowledge creation and learning then become transformative processes of mutual critique and discovery.

Transparency about positionality, meaningful recognition of the social construction of knowledge and language, and transformative processes for knowledge production and learning are the foundations to enable achievement of a fourth critical action — a decolonised economic pedagogy.

As posited by Kvangraven and Kesar, a decolonised economic pedagogy is effectively structured around at least the following: the economy is consistently treated as embedded within the social sphere; explicit acknowledgement of the bias and values inherent to different perspectives, and the repression of some epistemologies by others; not relying on one perspective or approach nor advocating universality of explanation; exposing students to the Eurocentric underpinnings of different theoretical perspectives; the presentation of knowledge within its colonial and post-colonial contexts; exposing the spectrum of power inequalities within communities; and, taking a student-centred approach to pedagogy requiring teacher-student co-responsibility to create a common co-operative learning space and to create knowledge.

Ongoing attention and effort focused on these four interrelated actions as a conjunction — by all heterodox economists, not a few — will drive meaningful change to the practice and teaching of economics through authentic diversification and decolonisation. If not, the praxis of heterodoxy will remain as susceptible to charges of insularity, bias, and discrimination as the mainstream.

This is article was first published by D-Econ.

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Frantz Fanon: 60 years On

Sixty years after his death from leukemia at the age of 36 on 6 December 1961, and the publication of The Wretched of the Earth, Timothy Wild reviews a new book which reminds us of the relevance of Frantz Fanon. Fanon’s work, Wild argues, continues to engage people by its brilliance, rage, analysis, and hope that the poor can be the authors of their own destiny.

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Frantz Fanon: 60 years On
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From the end of May until a few days before Remembrance Day (November 11) flags at Canadian public buildings were flown at half-mast. This unusual occurrence was in recognition of the discovery of hundreds of unmarked graves containing the remains of Indigenous children on the sites of former Indian Residential Schools. The unearthing of the graves shocked many non-Indigenous Canadians, but it came as no surprise to Indigenous Peoples themselves who had long maintained that the graves were there and more would be discovered. They knew that some of their children never came home from these institutions; but their concerns went unheard or were dismissed. Many of the children who did return home were scarred for life, and this trauma then had an impact on the psychosocial wellbeing of future generations. Overall, this chapter is yet another tragic dimension in the history of settler colonialism in Canada.

Residential Schools, the last of which closed in the mid-1990s, were an instrument purposefully designed to undermine the culture and nuanced connections of Indigenous Peoples to time, each other, and the environment. The government and mainstream Christian Churches acted in strategic solidarity in a long campaign structured to annihilate Indigenous cultures, both figuratively and literally.  The schools were just one of the tools used by settlers, and their superstructure, to impose control over the totality of economic, social, cultural, and extractive relations. This campaign has resulted in social dislocation, loss of resources (including land and natural resources) and inter-generational trauma and marks the fact that the dark history of colonialism is still an eternal present in post-colonial Canada.

Part of my journey of understanding this dark history has involved reading and re-reading books on this ever-present historical tragedy, and that’s how I approached a closer study of Glen Sean Coulthard’s book Red Skin, White Masks: Rejecting the Colonial Legacies of Recognition (2014).  Using the work of the Martiniquen born, French educated and Algerian by choice psychiatrist Frantz Fanon (1925-1961) as a foundation – particularly Black Skin, White Masks – Coulthard argues that the conventional politics of recognition currently undertaken in Canada needs to evolve into “a resurgent politics of recognition premised on self-actualization, direct action and the resurgence of cultural practices that are attentive to the subjective and structural composition of settler-colonial power”.  In expanding on Marx by, for example, considering the impact of dispossession of land, as opposed to implementation of proletarian status on Indigenous Peoples, Coulthard applies a Fanonist framework to the current operation of neo-colonialism in Canada, and blends the psychology of the individual with the structural of the collective in his trenchant analysis and, equally important, call for action.

Obviously, the need for attention to the ongoing alienation and dislocation caused by colonialism in postcolonial societies is not only a Canadian phenomenon. The ongoing importance and wide-spread influence of Frantz Fanon in terms of both theory and practice reflects that fact.  Admittedly, there have been highs and lows in terms of Fanon’s place in the academic canon, due in large part to criticism regarding his framing of the role of violence in the process of decolonization, together with the fashionable disregard for meta-theories of liberation.  However, his works continue to inform counter-hegemonic theory and practice around the world, and his words and ideas are as refreshing as ever. Fanon continues to engage people by his brilliance, his candour, his analysis, his guarded optimism and his sense of people being agents in their own destiny.

Coming sixty years after the publication of The Wretched of the Earth and his death from leukemia at the age of 36, Fanon Today: Reason and Revolt of the Wretched of the Earth, edited by activist and scholar Nigel Gibson, provides a solid overview of the relevance of Frantz Fanon to the work of those of us who still believe that a just and humane world is both necessary and possible.  Throughout the volume the contributors provide space and examples of a Fanonist development of radical humanism, which provides for the psychological development of the person within the context of consciousness raising, collective action and structural change. Through a variety of examples, the book also clearly demonstrates the fact that the agents of change do not simply have to be the usual suspects of the industrial working class but includes – and must include – the peasantry and the various manifestations of the lumpenproletariat.  As noted by Gibson, “Fanon’s new humanism is a politics of becoming, based on the fundamental transformation of paralyzed Black and colonized subjects into new human beings through the liberation struggle” (p. 300).

Gibson then modestly concedes that the volume is “by no means exhaustive: it is rather something fragmentary, reflecting the moment” (p. 9). While that is a fair statement – I will comment on some of the gaps later – the bottom line is that this is an excellent book and marks Gibson’s long-standing commitment to ensuring that Fanon remains accessible and relevant to a wide-range of audiences, academic and popular. The theory is certainly there.  All the chapters, for example, pay attention to the role of consciousness-raising, the psychological trauma (indeed mental illness) caused by oppression, the blend of individual development and collective growth, the need for democratic discourse and leadership, and the destructive role played by the national bourgeoisie in alliance with outside forces.

However, in line with Fanon and respect for the development of mass support and organic intellectuals, the theoretical content of the book is woven together in a wonderfully accessible collection of essays demonstrating the ongoing importance of Fanon in a range of settings and on a diversity of social issues. Taken together the work provides multiple examples of the emancipatory potential of the “living politic” which is “the thought from the ground about the reality of our lives” as discussed by the South African activist S’bu Zikode (p. 124).

The book is divided into three sections. The first section contains several chapters written by ‘Fanon Militants’ and provides essays on Fanonist practices in a number of settings including Kenya, Trinidad and Tobago, South Africa, and Palestine. For me, the core element of this section can be found in the idea of “consciousness raising”. Subjects covered include the use of radio by a diverse group of women in England as a means of developing a person’s optimal psycho-social functioning, the deconstruction of the class and gender ridden term “White Syrian” and what it means to confronting the brutal Assad regime, and the experience of being Black facing daily racism, “systematic terror” and micro-aggressions in an overtly racist Portugal and Trinidad and Tobago, casting people into a zone of “non-being”.

The impact of Fanon on Black Consciousness is also clearly animated in this initial section of the book. Chapters on Fanon and the emergence of “New Afrikan Communism” and his influence of Black people imprisoned by the prison-industrial complex are two of the themes specifically associated with that longstanding link. A particular highlight of this section was contained in a chapter written by Toussaint Losier where he discussed the role played by Owusu Yaki Yakubu and how he developed a way to closely read Fanon which would engage his fellow prisoners, including those held largely incommunicado in the brutality of long-term solidarity confinement. The extension of Marxist thought, together with a dash of Freud and Hegel, shines through in this section in the intersection of race, gender and class. Taken together this section provides a mix of those structural variables, and how they fit together as an organic whole rather than a linear progression of mutually exclusive sociological categories.

The second section – ‘Still Fanon’ – moves into a more theoretical approach to the application of Fanon to transformative change and provides a number of excellent examples of why Fanon is still relevant and, perhaps more importantly, needed as a guide to engaged mass political action. As noted by, for example, David Pavon-Cuellar, in a passionate call for change and justice makes the important point that the “Wretched of the Earth are still here”. Pavon-Cuellar does not mince words and he insists on using the term “Third World” as opposed to “Global South” in his analysis. He argues the point that the historical example of de jure decolonization has not actually provided for the wellbeing of the rural and urban poor. Building upon the remarkable resilience of capitalism to do what it needs to ensure its domination and insatiable appetite, Pavon-Cuellar notes that “Colonialism had to change to stay the same” (p. 233). He puts it bluntly when he argues that the “current globalization of this neoliberal capitalism is the consummation of colonialism. Similarly, imperialism triumphs and disguises itself in the new global consensus” (p. 246).

Building upon this blend of passion and informed analysis, a major theme in this section of the book is related to the role played by the “national bourgeoisie” in terms of propping up the systems of oppression, exactly as highlighted by Fanon himself. The article by Ayyaz Mallick on Pakistan gives clear examples of the role played by national governments in terms of meeting the similar needs of a variety of global players, such as China, Saudi Arabia, Turkey and the United States, and the crises that result from this difficult balance.

Nigel Gibson contributes an important contextualizing chapter to this section of the book where he locates Fanon as both “a clinical practitioner and as a political practitioner” within the dynamic of movement. By paying attention to both the internalization of colonial messages and the environment constructed by post-colonial capitalist relations, Fanon provides a way to support the development of “disalienation” and the common good. As noted by Gibson, reflecting the dynamic of theory and practice has to be undertaken in unity with the people and is related to an evolving and tentative process of becoming, rather than a static case of being “…a moment of becoming is always incomplete. For me, this is an essential element of Fanon’s anti-formalist dialectic” (p. 283).

The final section of the book is loosely arranged around the idea of Fanon’s homes, essentially places he lived (such as Algeria in “The New Algerian Revolution”, the chapter by Hamza Hamouchene) together with places where his thinking has had a significant impact. These include the influence Fanon had on Black Consciousness in America, excellently chronicled by Lou Turner and Kurtis Kelley and on the growth of the Irish Language in the North of Ireland, powerfully presented by Feargal Mac Ionnrachtaigh. To me, however, this section was the most uneven in terms of readability. For example, I found the essay on postcolonial criticism and theory too academic for a book that attempted to make Fanon more accessible.

This may also have been related to the fact that this section also contained the transcription of a meeting between some of the leaders of the South African landless activist group Abahlali baseMjondolo and Nigel Gibson, which was beautiful in its integrity, honesty and dignity. What spoke to me most about this particular chapter was that it provided a sense of Fanon happening in real time and spoke to Gibson’s demonstrated desire to link Fanon with “the reader’s own lived experience” (p. 10). In this discussion, Gibson provided an overview of certain sections of The Wretched of the Earth  – which he prefers to call Les damnes de la terre in its original French – and then members of Abahlali baseMjondolo spoke about concrete application of Fanon’s works. To my mind at least, this chapter made the essential point that “awakening is a constant process” (p. 433). By putting Fanon into this process, and extending our understanding of Marxism, the argument is made that this can result in a “living communism” (p. 433).

The second section of the third part of the volume, dealt exclusively with Brazil, and contained essays on COVID-19 and the impact on Black people in Brazil together with pieces on “Black Female Intellectual Production” and one on the economic exploitation of Amazonia. These were undoubtedly interesting pieces, and they dealt with pressing socio-political issues related to the daily operation of both neocolonialism and neoliberalism. However, it is still unclear to me why Brazil was chosen as a focused topic for this section. Fanon noted that Rio as a city and construct was an offence to Indigenous people, and talked about the exploitation of young Brazilian women, but why three chapters were devoted to specific issues in Brazil was not immediately apparent. As mentioned, the issues are important, but they could have been examined within other contexts, particularly given Gibson’s previous comment about the content not being exhaustive.

Inevitably a lot is left out, and the list of what should or could have been included will be large, depending on one’s area(s) of interest. For example, I felt that more attention could have been given to Indigenous politics and Fanon in North America. As I have suggested, Coulthard has made a solid contribution to this nexus and that foundation could certainly be built upon, and it would have blended well with the work of Abahlali baseMjondolo and the need for a decommodification of land.

Furthermore, although there was an essay on racial and class-based injustice in Trinidad and Tobago, a chapter on current events in the Caribbean would have been useful, especially given Fanon’s relationship to the area, particularly the French Caribbean. I would also like to have seen greater attention to the ongoing influence of Fanon in southern Africa. I know that this was neither a history nor a biography, and Gibson has commented significantly elsewhere on Fanon and South Africa, but the influence of Bantu Stephen Biko was tremendous, both in and out of the country. In the South African Communist Party, though they continue to maintain the idea of a two-stage revolution, there were individuals who had read and digested Fanon – Chris Hani for one. Further analysis of this in relationship to the neocolonial project of white monopoly capital would certainly have been welcomed. I would also have liked to read about what role, if any, Fanon has played on the political consciousness of Zambians and civil society, given their almost textbook experience with neocolonial relations, extractive commodity dependence, the wrath of international funders, the IMF’s Structural Adjustment forays and, most lately, crippling foreign debt to both China and Europe.

Finally, in light of the selfies, compromises, the self-serving displays of Clinton, Blair and Obama, and empty promises of COP26 in Glasgow, I think a discussion of Fanon and his impact on eco-socialism would have been of considerable merit and could also serve to engage a new field of activists, especially younger people. I believe that Fanon’s notions of consciousness raising, and healthy ego functioning, lend themselves directly to a green movement. I regard this as a missed opportunity in the book, especially when issues related to the alienation of land, the neocolonial extraction of resources and the psychosocial implications of environmental change for the rural poor and lumpenproletariat where themes raised throughout the book. Fanon can certainly inform the eco-socialist movement, by literally placing the person within their environment.

Still, Gibson’s volume is an excellent companion to Fanon’s works. It is not only suggestive of how one can read Fanon, but also how it can be applied in a transformative politics. The bibliographies accompanying many of the chapters provide the reader with specific area and topic guides.

Ultimately, though, the major point is that Fanon is still relevant sixty years after his death in 1961. As he wrote in The Wretched of the Earth “[e]ach generation must discover its mission, fulfill or betray it, in relative opacity”. Certainly, a much-needed call to action. Individuals continue to be subject to the daily pain of alienation, they experience the daily indignity of threats to their various and multiple experiences of well-being. Millions face very real threats to their survival, both physical and psychological. Despite the hope that existed in the late 1950s and early 1960s, decolonialization did not help people on the social, cultural, and economic margins of these newly “independent” nations. The national bourgeoisie mimicked their colonial masters and enriched themselves at the expense of the poor. The brutality simply took another form, and the exploitation continues apace.

Nigel Gibson and the other contributors to the book remind us that Fanon can help support the process of disalienation and promote opportunities for hope over fear; but this needs democratic relationships and the ability to listen. It also requires not only consciousness but the will to collectively act on that collective awareness. Following from this it requires organization. As suggested by Pavon-Cueller, “The still wretched of the earth need from their allied intellectuals the continued reading of Fanon in a militant, politically committed way, and not just for academic research or reflection” (p. 246). As the book constantly reminds us, we need Fanon to help animate the struggle so we can all breathe more freely and easily.

This article was published in the Review of African political Economy (ROAPE).

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Africa’s Land Use Problem: Is Green Revolution Agriculture a Solution or a Cause?

It is a myth that the only way to increase productivity on existing agricultural lands is through Green Revolution programmes and evidence shows that they are among the principal causes of unsustainable land use.

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Africa’s Land Use Problem: Is Green Revolution Agriculture a Solution or a Cause?
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By all accounts, food and agriculture were barely on the agenda at this month’s UN Climate Summit in Glasgow, Scotland. They should have been. Food production, distribution, consumption, and waste contribute an estimated one-third of greenhouse gas emissions. In production, the majority comes from unsustainable livestock production with another large share coming from unsustainable production and use of synthetic fertilizers. But a significant share also comes from “land use change”, a neutral term for the destructive expansion of agriculture onto new land.

That sort of “extensification” of agriculture can have serious environmental consequences – deforestation, soil erosion, unsustainable water use, etc. Those in turn have important implications for climate change, as a recent UN report highlighted. Land use changes due to agricultural expansion increase carbon emissions from land clearing, eliminate carbon dioxide-absorbing plants such as rainforests, and create greenhouse gases with incoming modern farming methods. According to the UN, they account for about 30 per cent of agriculture-related emissions.

The simplifying neo-Malthusian perspective attributes extensification to growing populations exerting pressure on scarce natural resources. Increasing farmers’ productivity on existing lands in regions such as Africa where yields are relatively low is the mainstream solution. The goal is to foster “sustainable intensification” – growing more food on the same land. With commercial inputs such as commercial seeds and synthetic fertilizers, farmers can intensify their exploitation of existing agricultural land, raising productivity and easing pressures from growing populations to bring new lands into cultivation.

The Alliance for a Green Revolution in Africa (AGRA) was founded 15 years ago to address the productivity problem. With generous funding from the Bill and Melinda Gates and Rockefeller foundations, the alliance set out to reduce chronic hunger and poverty by increasing yields in key food crops through the expanded use of commercial seeds and fertilizers. This is the “technology package” credited with raising agricultural productivity in what came to be known as the first Green Revolution in India and other parts of Asia and Latin America in the 1970s.

Africa’s Green Revolution has largely failed to promote either sustainability or intensification. Evidence suggests that the initiatives, which include high levels of government subsidies for farmers to use Green Revolution inputs, are both failing to raise productivity and contributing to the unsustainable expansion of farming onto new lands.

My research shows that excessive incentives to maize and a few commercial crops have persuaded farmers to shift land out of other nutritious crops while expanding production onto new lands. The result is higher maize production but without significant productivity increases. Meanwhile, we see rising levels of malnourishment and undernourishment as poor farmers fail to benefit from rising productivity but see their families’ diet diversity decline as the diversity of food crops in their fields declines.

Climate change and the unaddressed pandemic emergency are contributing to a deep hunger crisis in Africa. The worst dangers of famine are in areas of conflict such as Ethiopia, but hunger is more widespread. The United Nations has recorded a 50 per cent increase in the number of severely undernourished people in Sub-Saharan Africa since 2006. Underlying that deprivation is a model of agricultural development that is encouraging unsustainable land use and undermining crop and diet diversity.

These alarming outcomes have prompted African food producing organizations to call on donors to end their support for AGRA and other Green Revolution programmes. They call for a shift to agroecological initiatives that have been shown to generate sustainable productivity improvements across a range of food crops, addressing the need for more food and more nutritious diets while easing pressures on unsustainable land use.

Redoubling climate damage

Neither evidence nor entreaties have persuaded Green Revolution leaders that their strategies may be misguided. In October, Mr Hailemariam Desalegn, former Prime Minister of Ethiopia and current Chair of the Board of AGRA, acknowledged the problem. “Over the last two decades, the African continent has registered the most rapid rate of agricultural production growth of any region of the world,” he wrote in an opinion column for African Arguments. “Unfortunately, most of this growth has been through the expansion of agricultural land, not an increase in productivity. With our population expected to double by the middle of the century, our farmers need to continue growing more, while using fewer resources.” He went on to argue that the intensive use of Green Revolution seeds and fertilizers could achieve that. He has urged governments and donors to redouble Green Revolution efforts.

Climate change and the unaddressed pandemic emergency are contributing to a deep hunger crisis in Africa.

The evidence suggests otherwise. In 2020, I carried out a comprehensive assessment of the impacts of Green Revolution programmes in AGRA’s 13 focus countries. AGRA refused to share its own impact data, so I used national-level data on crop production, productivity, and area expansion to determine whether AGRA was meeting its stated goal of doubling productivity for 30 million small-scale farming households by 2020. Because 30 million represent the vast majority of farms in AGRA’s programme area, national-level data from 2006-2018 would reveal whether such a productivity revolution was occurring. I also assessed progress toward AGRA’s stated goals of doubling incomes for those same farmers and cutting food insecurity by half by 2020.

I found the Green Revolution was failing on its own terms. Productivity growth was slow, even for heavily supported and subsidized crops such as maize. More traditional staple crops such as millet and sorghum showed stagnation or decline. My estimate of productivity increases for a basket of staple crops in AGRA’s 13 focus countries showed just 18 per cent yield growth over 12 years, a rate barely higher than the preceding 12 years. Not surprisingly, poverty remained endemic, particularly in rural areas. And rather than cutting food insecurity by half, the number of undernourished people increased 31 per cent in those 13 countries.

The data also revealed that Green Revolution initiatives were not only failing to achieve sustainable intensification, they were promoting the opposite. As the graph shows, between 2006 and 2018 maize productivity rose by only 29 per cent while the area planted to maize increased by 45 per cent in AGRA’s 13 focus countries. Overall, production increased 87 per cent, but mainly because of extensification rather than intensification. Meanwhile, land planted to other staples such as millet and sorghum declined or stagnated, as did yields. My composite staple yield index showed just 18 per cent yield growth. (All data cited here, unless otherwise indicated, are from the United Nations, cited in my Tufts University Working Paper.)

AGRA Progress Report: Productivity and Food Security
This outcome will come as no surprise to those living in AGRA countries where incentives are heavily concentrated on maize. In most AGRA countries, governments provide large subsidies to farmers to buy and use commercial maize seeds and fertilizers. AGRA itself has spent one billion dollars in its 14-years of work, but African governments have been spending up to one billion dollars per year on such Farm Input Subsidy Programmes (FISPs). Some governments also pay above-market prices to farmers for their maize to maintain public grain reserves.

As any agricultural economist can attest, land and investments flow to crops that are subsidized or otherwise supported. That has been true in the United States for decades. Farmers make complex calculations to gauge the relative returns to corn, soybeans, wheat, and other crops based on market conditions and relative levels of government support.

In Africa, maize has received the lion’s share of the support in most AGRA countries, so land and investment have moved more heavily into maize production. Farmers are incentivized to switch out of existing crops like millet, which has seen an alarming 24 per cent decline in production and a 21 per cent drop in yields, and into maize. Hence the decline in crop diversity under Green Revolution programmes. Farmers with access to land are also incentivized to bring new land into production, which allows them to reap the benefits of government support programmes. Hence the extensification of production.

As any agricultural economist can attest, land and investments flow to crops that are subsidized or otherwise supported.

Across AGRA countries, there was a 13 per cent increase in land under cultivation from 2006 to 2018, the majority of it in AGRA’s two principal supported crops, maize and rice. More than 7 million more hectares of land were planted in maize in 2018 than in 2006. Another 3 million more hectares were planted in rice. Those 10 million hectares accounted for nearly all of the expansion in land planted to cereal crops in that time period.

It is hard to argue that Green Revolution programmes did not contribute significantly to this problem of agricultural extensification. That is especially problematic when such input-intensive agriculture is failing to generate the promised productivity gains or reductions in hunger.

Studies in extensification: Zambia and Rwanda

Zambia and Rwanda have both expanded maize production dramatically, but both illustrate the ways in which Green Revolution incentives have led to undesirable outcomes. Zambia was one of AGRA’s focus countries until a few years ago. It left the alliance but has re-joined recently. Zambia provides extensive subsidies for maize production and also buys maize at supported prices for its food reserve programme. As a result, it has the highest levels of fertilizer use among AGRA countries. Between 2006 and 2018, Zambia increased maize production by 150 per cent, making it an apparent Green Revolution success story.

Zambia Progress Report: Productivity and Food Security
But, as the graph shows, only a small share of the added maize came from productivity growth. Yields grew just 27 per cent while the area planted to maize doubled. Millet and sorghum production and yields declined and farmers moved land out of those traditional staples into maize in response to Green Revolution incentives. Two-thirds of Zambia’s 32 per cent increase in land planted to crops was attributable to new land planted to maize. Staple yields overall increased just 20 per cent in that 12-year period. And all that maize failed to stem hunger or reduce poverty. The number of undernourished Zambians increased 29 per cent while extreme rural poverty remained at 78 per cent.

Rwanda has been a poster child for AGRA for years. AGRA’s current president, Agnes Kalibata, ascended to that position in large part due to her success in increasing maize production as Rwanda’s Minister of Agriculture. Between 2006 and 2018, maize production increased 300 per cent thanks to a well-funded and heavy-handed Green Revolution initiative. Seeds and fertilizer were heavily subsidized and farmers were fined if they did not agree to use the inputs.

Rwanda Progress Report: Productivity and Food SecurityAs the graph shows, Rwanda achieved higher maize yield growth than Zambia, increasing productivity by 66 per cent. But as in Zambia, most of the added maize came from a 146 per cent increase in new land planted to the crop, not from productivity. Similarly, rice production doubled, but yields actually declined 19 per cent, with land planted to rice increasing 147 per cent. In this small, densely populated country, some of that land came out of other staple crops, with the government reportedly banning their cultivation in some areas. Sorghum, cassava, sweet potatoes, and other roots and tubers were more important food crops than maize before AGRA, providing nutritional diversity in addition to benefits to the land. Land in cassava fell 16 per cent, while sorghum land declined 17 per cent.

Millet and sorghum production and yields declined and farmers moved land out of those traditional staples into maize in response to Green Revolution incentives.

My more comprehensive Staple Yield Index captures Rwanda’s poor performance across all staple crops. Compared to the much-touted 66 per cent increase in maize yields, we see just a 24 per cent increase in yields for key staples – maize, millet, sorghum, roots and tubers. Since 2006, extreme poverty remained high, falling just three percentage points to a still alarming 60 per cent. As in Zambia, all that extra maize did not help the hungry; the number of undernourished Rwandans has increased 40 per cent since 2006.

Far from being a Green Revolution success story, Rwanda offers an example of the ways in which the imposition of such a model on a relatively diverse farming landscape can disrupt more nutritious and sustainable cropping patterns. Rwanda does not have a great deal of uncultivated arable land, so most of the area expansion for maize and rice came from other crops rather than new lands. Still, Rwanda highlights how heavy incentives for Green Revolution crops create outcomes at odds with the goals of sustainable intensification for food security.

“Time to change course”

AGRA Board Chair Hailemariam Desalegn is correct to identify the problem of unsustainable expansion onto new lands in Africa, but he is wrong to think that his Green Revolution will solve that problem. Evidence shows that Green Revolution programmes are among the principal causes of unsustainable land use. Incentives for a narrow range of supported crops entice farmers and investors to open new lands for cultivation. Meanwhile, those commercial inputs are failing to generate any sort of productivity revolution or address the alarming 50 per cent rise in the number of undernourished Africans since AGRA was founded in 2006.

Seeds and fertilizer were heavily subsidized and farmers were fined if they did not agree to use the inputs.

As representatives from the Alliance for Food Sovereignty in Africa state in their published response to Mr Desalegn, it is “time to change course: the future is in agroecology.”

It is a myth that the only way to increase productivity on existing agricultural lands is through Green Revolution seeds and fertilizers. Examples abound across Africa of farming communities that are increasing both the diversity and productivity of their fields. In Africa and other developing countries, some 15 million small-scale farmers interplant so-called green-manure cover crops alongside their food crops to fix nitrogen in the soil, reduce weeding, add another food or forage crop to their fields, and increase the carbon sequestered in the soil. Scientists recommend appropriate cultivars from a range of more than 100 proven cover crops.

The Lablab bean native to East Africa, for example, has been shown to fix very high levels of nitrogen in the soil through its roots, improving soil fertility and water retention. The added nitrogen can raise maize yields threefold in those same fields, eliminating the need for inorganic fertilizer. And farm families get another nutritious food crop from their fields.

Such approaches are documented in a new UN report from its High Level Panel of Experts. Farmers are getting far better results, growing more food on existing land in sustainable ways that increase soil fertility over time. One University of Essex study surveyed nearly 300 large ecological agriculture projects across more than 50 poor countries and documented an average 79 per cent increase in productivity with decreasing costs and rising incomes. This is far higher than AGRA’s 18 per cent yield growth in staple crops.

Agroecological farming can also achieve sustainable extensification. With the support of some governments, West African farmers are expanding onto uncultivated lands but in a way that builds rather than compromises the environment. In long-term land rehabilitation projects in the drylands of West Africa, farmers in Burkina Faso, Senegal, Ghana, and Niger are leading “another kind of green revolution.” They regenerate tree growth on deforested lands then diversify production as part of agro-forestry initiatives that are increasingly supported by national governments. This restores soil fertility, increases water retention, and has been shown to increase yields 40 to 100 per cent within five years while increasing farmer incomes and food security. According to one study, farmers rehabilitated at least 200,000 hectares of degraded land in Burkina Faso, enabling farmers to grow cereals on land that had been barren.

Farmers are getting far better results, growing more food on existing land in sustainable ways that increase soil fertility over time.

Land reclamation is a desirable form of extensification, avoiding the negative environmental impacts of the input-intensive farming of monocultures of Green Revolution crops. Similarly, agroecology programmes intensify the production of diverse food crops on existing lands in ways that rebuild soil fertility and resilience to climate change.

Such strategies stand in stark contrast to Green Revolution programmes that are failing to help solve Africa’s unsustainable land-use issues. In fact, they are making them worse.

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