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Unlearning Fear: The Mystery of Creativity

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When we challenge idiocy and cowardice, we liberate the courage of fellow human beings. When we shake off fear, we discover that the emperor’s power was always contingent upon our complicity. This is the lesson of Kenya’s history that is activated by creative education.

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Unlearning Fear: The Mystery of Creativity
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Counter-intelligence analyst Gregory Treverton once described two kinds of problems: puzzles and mysteries.

Puzzles are problems that have definite answers, such as: What is the capital city of Kenya? or How many kiosks in Nairobi sell unga? It might be difficult to pin down an exact number, but the answer can be estimated provided you define what a kiosk is. Puzzles can vary in complexity, but they all share the fact that they have definite answers. Crossword puzzles may be frustrating, but the solver at least has the satisfaction of knowing that the correct answer for the blank boxes exists. This is also the exact kind of problem most of our institutions are optimised to solve.

A mystery, on the other hand, is a problem with no definite answer because the answer depends on a future interaction of an unknown number of factors. For example, will there be kiosks in Nairobi in three years? If yes, how many? Who is going to supply them unga then? The answers are contingent on architecture, policy, or economics, and if you are an aspiring unga trader, they are also contingent on your choices today. This is an unsolvable problem because it contains too much information. To treat this mystery the same way as a puzzle would be akin to trying to thread a needle with water.

Our journey toward urbanisation has been one of using our puzzle-solving abilities to expand our sphere of certainty within an infinitely dark ocean of uncertainties. Our sphere of certainty up until now has included statements such as: “If I go to school and study hard, I will get a nice job and be able to afford to buy unga not only for myself, but for my family as well.” “The unga I buy from the kiosk is healthy.” “There is a hospital to go to in case the unga I ate is not healthy.”

As the answers to these questions become more unclear for many Kenyans in our unstable economy, we are beginning to question the puzzle bias of our education system and seeking to unlearn the current education model and replace it with a creative education model better suited to framing the mysteries of our time.

Unlearning the puzzle bias

The puzzle bias of our education system is reflected in the fortress-like security at the gates of the offices of the Kenya National Examinations Council (KNEC). Tragically, as youth unemployment figures steadily rise, the message that has arrived late is that the armed infantry units at the gates of KNEC may be guarding an empty house.

Perfect examination scores are increasingly less correlated to career success. Adaptive intelligence that comes from creative education is becoming a much more reliable predictor of success. This is something that should be shared with exam candidates, many of whom have committed suicide because they perceived exam failure to be the end of their world.

We are in the process of entering an electronically mediated world in which all puzzle problems are being delegated to computer programmes that are more intelligent than our best performing human actuaries. Universities are quickly ceding their role as centres of knowledge creation and distribution to decentralised and distributed networks of creative ecosystems powered by technology. Those universities that survive and thrive will be those that are effective platforms for a creative student body. The shift required is analogous to the shift from “monoculture” farming of pupils that privileges puzzle-solving to a “permaculture” approach to education in which creative ecosystems allow students to creatively collaborate with their peers in solving mysteries in unique ways.

Perfect examination scores are increasingly less correlated to career success. Adaptive intelligence that comes from creative education is becoming a much more reliable predictor of success.

My most recent book, Art of Unlearning, uses the radically powerful medium of comics to literally draw a map of how to get out of our puzzle-minded school fortresses and into creative ecosystems. Unlearning, we inevitably discover, requires profound humility, as recovering addicts already understand.

The map begins from the foundation that all infants are born without a culture – naked, hungry and intensely curious. The principal role of parents is to take this uncultured, naked, hungry and intensely curious being and persuade it, cajole it, and terrorise it until one way or another it is convinced that the way we do things in this tribe is the natural way ordained by God. Anything that you feel like doing that doesn’t fit into tribal customs is considered to be a bad idea. Adults who are thoroughly conditioned in a culture may be genuinely horrified to discover that their children were not born with their taboos already installed. This horror is intensifying so much that the youth and elders might be considered to be inhabiting increasingly separate islands of reality that speak different languages.

An authoritarian framework is the worst possible way to engage with such a dynamic information environment. It has been my observed experience that the self-appointed cultural managers, such as Kenya Film Classification Board (KFCB) and many county culture ministries, have absolutely no idea what is happening in the information ecosystem that lies beyond their own Twitter feeds. Their perspective is limited to one of traditional rent-seeking from artists in whose creations they have made no investment. The role of investment has been largely abandoned to foreign cultural agencies and embassies.

As the rate of information exchange in our society accelerates, all tribes are beginning to communicate electronically, bringing the conflicts in our agendas to resolution. So, for example, the musician King Kaka is now a much more powerful bridge-builder than the Building Bridges Initiative (BBI) ever was.

Now that Kenyans are literally going beyond the limits of marathon times and limited leaders with limited visions, a new locus of understanding must be framed that can address our most pressing challenges: ecological destruction, food insecurity, ending political dynasties, and most of all, educating our children for an exponential world.

Who will frame our mysteries?

The choice to deliver this message in the form of a comic book (or graphic novel to be precise) was crucial. Because if one is going to opine on a vision for creative education in Kenya, one must demonstrate creative experience. We demand no less of our dentists or doctors and we should demand no less of our educators.

Illustration and visual storytelling are a domain in which I have had the most experience over the past ten years and they are well suited to taking difficult conversations out of the academy and onto the street. We must end our unconstitutional limits on creative expression such as Cap 222 (Films and Stage Plays Act). This idea of openness to new information will be unfamiliar and uncomfortable to our conservative culture, but so is all growth.

My best explanation of this point comes without words in an illustration titled “Education Factory”. In it you see in one moment gleeful children entering an education factory on one end only to emerge into a wasteland on the other end, stupefied and drained of creativity. Art of Unlearning contains dozens of such moments of understanding that I believe are critical in a society that has been so violently divided by the differences in our tongues and in words. This moment of understanding is a moment that requires no permission from a “higher authority”. It is a moment that cannot come too soon. Comics are in my view the ultimate mystery-framing tool. Let’s get started!

Unlearning fear

Play is nature’s antidote to the debilitating fear of change. All mammals spend their early life playing constantly to learn their limits. My ten-month-old son is so dangerously unafraid that I cannot take my eyes off him lest he plunge head first from the bed to the floor. At this crucial stage, the extent to which children are allowed to explore their limits imprints a lifelong attitude toward new experiences.

Now that Kenyans are literally going beyond the limits of marathon times and limited leaders with limited visions, a new locus of understanding must be framed that can address our most pressing challenges: ecological destruction, food insecurity, ending political dynasties, and most of all, educating our children for an exponential world.

If as children our guardians allowed us to explore our limits safely, we will likely adopt this posture for the rest of our lives, with all the risks and rewards that this entails. But if, on the other hand – as is too often the case in our Kenyan context – the response to exploration is violence, shaming and exorcism prayers, you are likely to avoid the memory of violence by avoiding conflict or eye contact with strangers and shying away from new experiences.

Our history of extreme political violence and repression remains unacknowledged to this very day by the political dynasties that have ruled this country. They cannot be expected to hold themselves or any initiative they table accountable.

Violence was the foundation of the colonial economy and remains the foundation of our economy to this day. Creative natives were a natural threat to an architecture of exploitation and so they have been made the human refuse of our education system. With the internet, this human refuse (please excuse the slur) of creative natives is set to inherit the world and now is the time to pay attention to what they have to teach us.

What we call artists are people who consistently respond to their encounters with novelty in beautiful ways, such as sculpture, painting, literature and song. They teach us that fear is physical and its transcendance is also physical in the form of the creative human expression. This is why art is so essential to the work of healing from trauma. Art represents the proudest monument of our humanhood and is the first potentiality to be sacrificed at the altar of violence. It is very difficult to recite poetry with a gun pointed at your head.

The metaphorical gun that is currently pointed at the heads of artists in Kenya today is much more economic than it is political. The Kenyan artist fears starvation, anonymity and suicide more than she does Ezekiel Mutua’s censorship crusade that is targeted only at the most visibly successful of Kenyan films, such as Wanuri Kahiu’s Rafiki. Kenyans have correctly challenged the idea that one unelected bureaucrat’s colonial prejudices should not be allowed to deny mature audiences an opportunity to evaluate works of art for themselves.

Not coincidentally, human survival on this planet, now more than ever before, depends upon our courage to share our creative ideas, as so many of my favourite writers, such as Dr. Wandia Njoya and Dr. David Ndii frequently do in this publication. When we exercise courage and challenge idiocy and cowardice, we have the compounding effect of liberating the courage of fellow human beings, which is expressed creatively in works such as King Kaka’s Wajinga Nyinyi. When we shake off fear, we discover to our amazement that the so-called emperor is wearing no clothes and that his power was always contingent upon our complicity. This is the lesson of our history that is activated by creative education.

Losing your fear is also good business and not merely a political stance. Walk down any average supermarket aisle and notice how many different brands are competing to sell the same product. Uniqueness is the best differentiator. Similarly, creative education allows young people to seek out unique opportunities to thrive in a jobless and degree-saturated economy. This is an insoluble dilemma for a dynastic oligarchy such as ours whose existence depends on the unquestioning obedience and tribal subservience of its citizenry – while at the same time needing a tax base to finance its exorbitant salaries.

Corporal punishment and other fear-based persuasion of children must become a thing of the past. We must discard antiquated notions such as “spare the rod and spoil the child” and with them the idea that all our conduct needs to be governed by a self-appointed priesthood. We cannot continue to studiously trace movements of biblical tribes while we remain ignorant about the migration history of our own ancestors here in East Africa.

The time has come to unburden our minds and bodies from fear and fear-mongering institutions. I believe that democratising creative education for all Kenyan children is the first and most critical step in this direction. Using “creativity and innovation” as a buzzword on the Kenya Institute of Curriculum Development (KICD) website is simply not enough.

Unlearning comparison

From the day a student enrolls in the Kenyan education system, he or she is subjected to examinations. Examination scores are then compared against those of other students in a zero-sum competition organised by KNEC. This zero-sum competitive mindset continues into later life in our workplaces and in traffic jams. It also sits at odds with our natural human tendency to solve problems collaboratively so that the collective can benefit from as many different viewpoints as possible.

We all benefit from culinary, cultural and cosmological diversity. This is why monotheism’s history of violence is so much more bloody than that of polytheistic cultures that tolerated a diversity of cosmologies.

Whatever one’s particular religion, it should be clear that the internet is a platform that is much more stimulating of unique ideas than any medium before it. In an attention-deficient media landscape with numerous options for viewers, the only way to hold sustained attention is by being significantly different.

Luckily, one does not have to try too hard to be different because we already are. Nature does not create duplicates. One simply has to unlearn the habit of comparison that obscures our unique and innate aspirations. We must unlearn the shaming of those we call wajuaji or arrogant for straying away from tribal orthodoxy. The approval of the herd is thin soup compared to the thick gravy that is self-discovery. In Kenya, this means unlearning the habit of borrowing beauty standards, borrowing political frameworks, borrowing religions and borrowing Chinese loans without the consent of the people. Conformity is for sheep, and sheep are led to slaughter — a consistent lesson of Kenya’s experiment in democracy for those old enough to remember. Let us try instead to foster and export our uniqueness.

The time has come to unburden our minds and bodies from fear and fear-mongering institutions. I believe that democratising creative education for all Kenyan children is the first and most critical step in this direction.

In unlearning comparison by embracing uniqueness, one of my most impactful teachers has been the late martial artist Bruce Lee. Bruce was a unique figure with no peers because he was a rare combination of fighter, actor and philosopher. Bruce’s example urges us to seek out precisely those behaviours that set us apart and to develop them.

In my case, graduating with an LLB degree a year after our devastating post-election violence in 2008 was my nudge in the direction of a more unique career. With uninspiring job prospects all round and glaring evidence that my profession was impotent to prevent catastrophe, I began to explore alternatives that would have in previous times been considered unthinkable. Ergo, my current profession of drawing comics and animations. I found my voice in comics and the expression of all the latent abilities that were deemed economically useless.

It is my hope that the sacrifices of my generation in the early blossoming of digital content in Kenya will lead to thriving creative ecosystems. As Muthoni Drummer Queen so eloquently stated in her TED Talk, creativity builds nations. Nation-building can never be done by rent-seeking governments and certainly not by rent-seeking governments as deficient in legitimacy as Kenya’s political dynasties that are desperately trying to remain relevant today. Creative education is a tide that will lift all boats by applying digital technologies to demonetise, dematerialise and democratise knowledge sharing. Creative education challenges our feudal economic structure by placing a value on intellectual property.

In the age of exponential technologies, it has become impossible for even the most highly trained “white collar workers”, such as dermatologists, to rest on their laurels. There are no safe jobs. A deep learning algorithm has the power to recognise millions of skin diseases in a second, whereas the human dermatologist will require multiple lifetimes to approach that number.

The risk of obsolescence becomes more acute the more puzzle-oriented a profession gets. The extent to which Kenyan youth will be able to complement the rise of data science is directly dependent on the investment that we are willing to make in innovation and creativity today. If my experiences as an artist living in Kenya are anything to go by, this investment is only being made by individual parents and foreign cultural agencies, such as the Goethe Institute and the Alliance Francaise in Nairobi.

Unlearning belief systems

The most important three words for someone to become creative are “I don’t know”. Concealing ignorance with inherited assumptions and prejudices that are outside your experience is not an effective strategy for becoming creative. If you are going to do something original, “I don’t know” is the optimal stance to begin from. Those who do things that have never been done before were by definition unqualified to do them the moment before they did. Are we confident enough as a continent to question the Middle Eastern religions that dominate Africa?

The most important three words for someone to become creative are “I don’t know”. Concealing ignorance with inherited assumptions and prejudices that are outside your experience is not an effective strategy for becoming creative.

Original thinkers never believe fully in anyone else’s BS (belief systems), least of all their own. Their only confidence is in their own capacity for keen investigation with the help of books such as Art of Unlearning to frame life’s mysteries creatively. Any belief system we have right now is provisional before it is revised and updated to incorporate new events and perspectives. Only this way can we imagine Africa differently than its colonisers and missionaries did. This, incidentally. is the natural functioning of the human brain and the way children’s minds work before they are distorted by intimidation from the education system.

Unlearning belief systems is as difficult as a right-hander learning to write with his left hand. Human perception was not evolved to see the truth, but rather to see only that which was optimal for survival. But what is optimal for our survival has changed while we were sleeping. 

I do not know the shape of the society we are going to forge, but I do know that I am compelled by a passion for freehand movement to face this mystery creatively.

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Kenyan writer, illustrator, educator and creator of graphic novel 'The Art of Unlearning'

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Cutting the Hand That Feeds: The Plight of Smallholder Farmers in Kenya

Small-scale farming accounts for roughly 75 per cent of the total agricultural output in Kenya. The future of food security in the country, therefore, lies in safeguarding small-scale farmers. However, Kenya’s agricultural policies are focused on cash crops and industrial agriculture. This has led to the food crisis we face today.

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In the pre-colonial days of the early 1900s, Africans predominantly farmed finger millet, sorghum, pearl millet, amaranth, jute mallow, spider plant, and lablab, among other indigenous crops. The farms were so rich in biodiversity that food production thrived. This subsistence nature of farming saw crops being transferred from farm to plate.

In the western Nyanza belt, for instance, ugali was brown (a mixture of sorghum and millet) and often accompanied by indigenous vegetables, such as elisaka (spider flower), omurere (jute), and chimboka (amaranth). During bountiful days, farmers thronged the local food markets to sell off their surplus produce. Food was diverse, high in nutrients, locally grown, and locally available.

In contrast, most farms in Africa today have morphed into monoculture (cultivation of one type of crop) farms. In Kenya, maize is the most dominant food crop on most farms. Cash crops, such as tea, cotton, and coffee introduced by the colonial enterprise, still dominate most farms, and food markets mostly sell kales (sukuma wiki), spinach, maize, and cabbage. Consequently, meals in most households have shifted to either white processed ugali and sukuma wiki or beef and chapati or rice. Food is now processed, low in nutrients and 14% of it is imported.

The diversity present in farmers’ fields has continually declined and the threats to diversity are on the rise. Of the more than 6,000 plant species cultivated for food, fewer than 200 make substantial contributions to global food output, with only 9 accounting for 66 per cent of total crop production in 2014.

Such has been the evolution of food systems that farmers intuitively gravitate towards producing what has a ready market as opposed to what is nutritious and indigenous. Cash crops have replaced heritage foods that fed people for generations sprawling back to the dawn of human life.

Cash cropping: A profit-driven paradigm  

Mass cash cropping (popularised by industrial agriculture) has done more harm than good to smallholder farmers. Fertile lands in the Kenyan highlands are occupied by multinational tea corporations, such as James Finlays and Unilever Tea. These corporations pocket high profits at the expense of Kenyan smallholder tea farmers, who constantly grapple with low prices for this produce and remain mired in poverty. Meanwhile, tea pickers work and live under destitute conditions and some suffer from sexual harassment.

Whereas the proponents of cash crop farming might argue that this type of farming has placed farmers on the global market (thereby increasing their chances of earning an income, which could, in turn, address food insecurity) health, economic and social concerns have assumed a secondary place to profits.

Of the more than 6,000 plant species cultivated for food, fewer than 200 make substantial contributions to global food output, with only 9 accounting for 66 per cent of total crop production in 2014.

The development history of cash crops in Africa over the last few decades, however, shows that cash crops have produced minimal cash. In the previous three decades, real income from cash crops has declined. African shares in world markets of most commodities have worsened, and most African countries have been sinking deeper and deeper into debt.

The cash crop monopoly has led to the inhumane exploitation of smallholder farmers. This system has consistently oppressed farmers economically and socially through land grabbing, repressive seed laws, and dependency on multinational corporations for farm inputs. Farmers can no longer save and share seeds from the current harvest to plant the next season, as these seeds are patented by multinational seed corporations and protected by intellectual property laws. In Tanzania, farmers risk a prison sentence of at least 12 years or a fine of over €205,300, or both, if they sell and share seeds, including their own farmer-bred seeds, that are not certified. Smallholder farmers now have to buy the seeds, chemical pesticides, and fertilisers each planting season. They have increasingly found themselves at the short end of the stick in this profit-driven paradigm.

This dependency has tied farmers to crippling debt that has sunk the farmers deeper into cyclic poverty. In India, many farmers have committed suicide on account of spiralling debt. In Maharashtra’s Vidarbha region, 60,000 farmers committed suicide in 2007 because of debt, repeated crop failures, and the inability to meet the rising cost of cultivation.

Growing cash crops for export has taken more productive land from local food production. Resources that would otherwise have utility in local food production have been channelled into producing agricultural export crops. Consequently, smallholder farmers have converted marginal land with little agricultural productivity for local consumption.

Cultivating cash crops on lands traditionally meant for food crops has a significant impact on the food security of a community or nation. Conversion from subsistence farming to market-oriented agriculture, and shifting from the cultivation of traditional food crops to cash crops through the commercialisation of agriculture have led to an increase in malnutrition and food insecurity in most African countries. In Kenya, for instance, in 2008, an estimated 1.3 million people in rural areas and between 3.5 million and 4 million in urban areas were food insecure. This is despite Kenya exporting more than 3 billion dollars in food crops in 2010.

Cultivation of cash crops has also led to the excessive use of fertilizers and agrochemicals, which have harmed our bees and soil and aquatic organisms, and left our water bodies choking with pollution. The need for more land for cash crop cultivation has led to massive deforestation, which has further degraded soils and increased water scarcity. According to the Ndung’u land report, from 1963 to 2003, 11,000 acres of forested land in Kenya was excised off to create the Nyayo Tea zones. In 1988, Transmara Forest Reserve lost 937.7 hectares to Kiptagich Tea Estates.

Monocropping issues

Agricultural commercialisation has led to monocropping. This introduction of new and similar crops into farmers’ fields has drastically altered the diversity of local varieties previously cultivated by farmers. Farm agricultural diversity has been killed under the false assumption that local varieties have low productivity. Ownership of diverse indigenous seed varieties has shifted from smallholder farmers to multinational corporations. The farmer no longer controls and owns the seeds he grows. New patented varieties, often marketed as high yielding varieties, require smallholder farmers to purchase the seeds from one supplier, in this case, the multinational corporations.

Growing monocultures on farms only advances the global agenda of globalisation, which is often controlled by global corporations. Monocultures have been proven to displace the biodiversity on farms. The UN International  Technical  Conference on Plant Genetic Resources in Leipzig Germany, 1996, noted that industrial monocultures in agriculture had replaced 75 per cent of all agro-biodiversity.

Cultivation of cash crops has also led to the excessive use of fertilizers and agrochemicals, which have harmed our bees and soil and aquatic organisms, and left our water bodies choking with pollution.

In addition, Western agricultural corporations and governments are now pushing African countries to industrialise their agriculture. Consequently, food crops, such as rice, wheat, and maize, are currently grown as cash crops. These crops currently account for more than 50 per cent of the world’s calorie intake. An indication of the loss of agricultural diversity is the fact that today we have more Kenyans consuming imported maize, wheat, and rice  as opposed to millet and sorghum so much so that the former have become the staple foods.

It is this reliance on food and agricultural imports that has seen most Kenyans go to bed on an empty stomach. What’s worse, in the wake of COVID-19, farmers are losing their produce due to lack of markets or are sell it at throwaway prices.

President Uhuru Kenyatta, in his March address, encouraged traders and farmers to continue with their agricultural activities so that Kenyans can have access to farm produce at all times – a clear indication that smallholder farmers produce the food consumed in the country.

Who feeds Kenya?

A World Bank Report shows that Kenyan agriculture covers small-, medium-, and large-scale farming. Small-scale production represents roughly 75 per cent of the total agricultural output. The report further states that small-scale production further accounts for 70 per cent of the marketed agrarian produce, as opposed to large-scale farming, which accounts for 30 per cent of traded agrarian food and mainly involves growing commercial crops, such as tea, coffee, maize, sugarcane, and wheat.

Hans Binswanger-Mkhize, in his book, Agricultural Land Redistribution: Toward Greater Consensus, makes a similar assessment. He notes that with just 37 per cent of the land, small-scale farms in Kenya produced 73 per cent of agricultural output in 2004.

It is therefore quite evident that small-scale farmers feed Kenyans as they focus on producing food for local and national markets and their own families. In contrast, large-scale farms specialising in cash crops tend to produce commodities and concentrate on export crops, many of which people can’t eat. They also focus mainly on return on investment.

Despite this realisation, there is little evidence of action taken to ensure that these small-scale farmers produce more during this COVID-19 pandemic. To cushion Kenyans against hunger, the Ministry of Agriculture has sought to import 4 million bags of maize to curb the shortage in the country instead of supporting the smallholder farmers who produce 70 per cent of the maize consumed in the country to produce more. This dependence on the international market for food security that prioritises the industrial agriculture paradigm (the frontier of the cash crop monopoly) is the very foundation of the food crisis we are facing today.

This lack of support has led to the reduction in the number of smallholder farmers. Dr. Vandana Shiva, in her book,  Who Really Feeds the World, notes that since the introduction of policies of globalisation of agriculture in 1991, farmers have sunk in numbers, from 110 million to 95.8 million – a loss of nearly 15 million farmers, or 2,000 farmers per day.

This reduction in the number of smallholder farmers is a direct result of the loss of their agricultural land. A large number of farming families have less than two hectares to feed themselves and humankind. The acreage available for cultivation is shrinking due to a number of factors, including population pressure, lack of access to land, and rules of corporate globalisation designed to make profits at the expense of smallholder farmers.

A World Bank report shows that between 2008 and 2010, at least 60 million hectares of productive farmland was leased out or sold to foreign investors for large-scale agricultural projects, with more than half of these in Africa. farmlandgrab.org noted that these massive new agribusiness projects were throwing a limitless number of small farmers off their territories.

As though the shrinking land size is not enough of a hurdle, farmers are even locked into debt as multinational corporations sell them costly inputs in the form of patented seeds, fertilizers, and agrochemicals while buying their produce cheaply. Multinational corporations such as Bayer, Dupont, Syngenta, Land O’Lakes, BASF, Yara, PepsiCO, Unilever, and Carrefour are ripping everything off farmers. Consequently, farming has become unviable, and most farmers are leaving their farms for meagre jobs in the urban areas.

A World Bank report shows that between 2008 and 2010, at least 60 million hectares of productive farmland was leased out or sold to foreign investors for large-scale agricultural projects, with more than half of these in Africa.

The future of food security and food safety lies in promoting and safeguarding small-scale farmers. It is time to make farming feasible for the smallholder farmer, given that high input, resource-intensive farming systems have failed to achieve sustainable food and agricultural production.

Contradictory to this, is the decision by the government not to buy maize for its Strategic Food Reserve from local farmers but instead pave way for private sector warehousing. This will lead to no stabilisation of food supply levels and prices within the country during prolonged droughts. This move is likely to exacerbate the levels of food insecurity within the country by increasing the prices of food thus reducing its availability to majority of Kenyans. This is per the Agricultural Sector Transformation and Growth Strategy 2019 -2020, which purports to boost food security in the country.

What needs to happen

Small-scale farms have already proven that they can produce more diverse foods for households and the market. The Ministry of Agriculture needs to prioritise domestic food production over international exports and increase investment in smallholder farmer-based food production.

The UN Environment Programme, the International Fund for Agricultural Development, the Food and Agricultural Organisation (FAO) and the UN special rapporteur on the right to food estimate that small farmers produce up to 80 per cent of the food in non-industrialised countries. We need to stop the allocation of land to agribusiness-led ventures and make land accessible to smallholder farmers through appropriate land reforms. Land from the cash crop plantations needs to be handed over to smallholder farmers. Women farmers who produce most of our food have no access to land. We need systems that make it legal for women to own and cultivate land.

We need policies that enable farmers to grow locally, export real surpluses, and import what is not available locally. Policy interventions include stabilising market prices and regulating import controls through taxes to avoid dumping, which threatens local agricultural production.

We need to innovative and create eco-friendly farming systems, such as ecological farming that protects and enhances the natural resource base while raising agricultural productivity. Farming systems should encourage diversity to cope with climatic shocks.

We need farming systems that protect farmers and consumers against the increasing monopoly power of vast, multinational, agro-industrial corporations. We require systems that encourage consumers to purchase food directly from farmers, systems that allow farmers to breed their seeds, save and exchange these seeds amongst each other, systems that will not make smallholder farmers dependent on the excessive use of agrochemicals and fertilisers.

We need to innovative and create eco-friendly farming systems, such as ecological farming that protects and enhances the natural resource base while raising agricultural productivity. Farming systems should encourage diversity to cope with climatic shocks.

These systems promote self-reliance and self-sufficiency, which are key to a future free of hunger, oppression, and starvation.

In the words of Thomas Sankara, “He who feeds you, controls you.” Because food is fundamental for the development of society, and serves the purpose of nourishment alongside enlivening our culture, its producers must be protected and supported.

This article is part of The Elephant Food Edition Series done in collaboration with Route to Food Initiative (RTFI). Views expressed in the article are not necessarily those of the RTFI.

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Ideas

Let’s Keep Universities but Do Away With Degrees

If we divorce training for the workplace from university education, universities can return to being sites of knowledge that are open to the public and that benefit society.

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After two decades of the neoliberal gutting down of Kenyan universities, Kenya’s president has now gone for universities’ jugular. He has cut off the university as as a route for social advancement among the non-elite class. The slicing of the jugular came with the recent university admissions when the government announced that more than a half of them would be turned into technical programmes and institutions. At first, the government announced this move as a choice of the students themselves, but later on, it became evident that many students were caught by surprise.

Kenyan universities have maintained a semblance of independence from direct patronage by Kenya’s aristocracy. As long as universities have existed in Kenya, and especially after the expansion of university education by Kenya’s second president, Daniel arap Moi, a child from a village had a shot in the Kenyan imagination of becoming next in line to the presidency. (For the moment, the integrity of the process is not considered here.) Now that President Uhuru Kenyatta has ditched his deputy, he has got his bureaucratic robots to slice the jugular of Kenya’s schooling system and let it bleed to death.

As is to be expected, the Kenyan media has celebrated the event, thus becoming the conduit for fairly unbelievable stories that clothed Kenya’s feudal politics in the parlance of employment and The Market (as opposed to the regular markets that we all love). Like clockwork, the media published headlines such as “Are degrees no longer hot?”, wrote op-eds justifying technical and vocational education and training (TVET) as a better alternative to a regular university degree, or held town hall meetings that gave a semblance of public participation by fielding questions from youth who had clearly not understood that they are pawns in a system that just does not care about them. This move will not surprise anyone with knowledge of the aristocratic class system in Kenya and the neoliberal turn of the 1980s. It has been a long time coming.

Missionaries, colonial settlers and the colonial state

Since colonial times, the Kenyan state has been hostile to Africans receiving any type of formal education that does not bend to imperial interests. At the start of colonialism, this hostility came through the missionary condemnation of African rituals, professions and apprenticeships as evil, dubbing, for example, herbal medicine as “witchcraft,” and all the while shipping indigenous knowledge and crafts to London.

When formal British education was introduced to Kenya, there was tension between the competing interests of the missionaries, the colonial settlers and the colonial state. The missionaries were primarily interested in converts, and so reading was essential to their education. The settlers, however, were interested only in manual labour, and were frustrated that the colonial government was not forcing Africans to work on the huge tracts of land that had been dispossessed from Africans. They were therefore hostile to schooling beyond trade schools, and accepted formal education for Africans only on the promise that the inclusion of Christian religious education would ensure that Africans remained compliant with the colonial interests.

Since colonial times, the Kenyan state has been hostile to Africans receiving any type of formal education that does not bend to imperial interests. At the start of colonialism, this hostility came through the missionary condemnation of African rituals, professions and apprenticeships as evil…

It is from the colonial settlers that Kenya inherited the narrative that education would make Africans unable to do manual work (or what today is called “useful” or “relevant to the market”), because all the African would acquire from education is big ideas and a desire for the status of the Europeans. And, from a certain perspective, the settlers were not wrong. In a stratified system such as colonial society, being at the bottom of the hierarchy, as Africans were, meant a cruel life of dispossession, forced labour and taxes. Africans could not be enticed to go to school if there was no carrot in the form of exemption from this oppressive life. And once that door was opened, it would only be a matter of time before Africans demanded, as Frantz Fanon famously said in The Wretched of the Earth, “to sit at the settler’s table, to sleep in the settler’s bed, with his wife if possible.”

There was a second element of truth to the settlers’ fears. The settlers were familiar with the fact that even in the belly of the empire, aristocratic education had the effect of paralysing one’s thoughts and sense of reality. In Victorian England, the industrialists complained that aristocratic education from prestigious public schools and Oxbridge had rendered their children incapable of running the companies their parents expected the children to inherit.

The settlers did not need to point to London to see the truth of this: the bulk of the colonial administration was made up of graduates of elite British schools, and even the settlers called their own colonial administration stifling and suffocating. The list of complaints by the British settlers are depressingly similar to the complaints that a Kenyan today would make: the government borrowing loans at high interest rates, failing to address the economic depression, moribund, “dependent on an uninstructed electorate situated 6000 miles away, and characterised by a continuous epidemic of public meetings, which produce much eloquence, heady talk and little practical benefit to the [white settler] community as a whole”.

The Kenyan state needs to minimise the number of contenders for elite status that has been the goal of university education for almost three centuries. The idea, therefore, that we do not need Kenyans to go to university because there is no employment is a fantasy at best, and propaganda at worst.

The aristocratic values which the settlers were wary of would return to Kenya in the 1980s when the World Bank proposed to African Vice-Chancellors to eliminate universities, since African countries needed basic education, not higher education. The audacity of the proposal notwithstanding, it is hardly surprising that the university administrators would not comply and phase themselves out of a job. But later, as Ayesha Imam and Amina Mama report in their book chapter, “The role of intellectuals in limiting and expanding academic freedom”, the World Bank got their wish by starving African universities of money and going to the extreme of demanding that purchases of books and journals be first approved by the Bank.

The undermining of African higher education was motivated by the desire to elevate top-ranking American and British universities to luxury services afforded by the world’s elite by pushing for a global commodification of university education through the World Trade Organization (WTO).

To see that the complaint of “useless” and elitist graduates has not changed a century later gives us food for thought. But it is not as disturbing as the fact that Kenyan citizens today are strange bedfellows with colonial settlers and British industrialists, sharing the same complaints about the Kenyan ex-colonial state and its aristocratic schooling system. When communities of different geographies, cultures and political inclinations have the same complaint about university graduates, it is time for academics to abandon the old strategy of accusing society of not understanding what university education is for. We need to either concede that society is right, or we explain the truth.

I choose the latter.

Justifying why Kenyans don’t need university education

To explain the mess of the system that is now receiving its last kick from the president, I will address three justifications for the bizarre turn of events in university education:

  1. People shouldn’t get degrees because there is no employment.
  2. Degrees make graduates become employment seekers rather than employers.
  3. Degrees do not give Kenyans skills which are “useful” or “relevant” to The Market, such as entrepreneurial skills for business or technical skills for building infrastructure.

The lack of employment justification

This justification should be fairly easy to explain by pointing out that the availability of employment is an economic, rather than an educational, function. In Kenya, however, this argument routinely falls on deaf ears for psychological and ideological reasons.

Psychologically, tackling the economy is too daunting for simple minds fed on the Anglo-American logic of easy and instant solutions to complex and long-term problems. It would require addressing the political economy, being an active citizen and making certain demands politically.

The undermining of African higher education was motivated by the desire to elevate top-ranking American and British universities to luxury services afforded by the world’s elite by pushing for a global commodification of university education through the World Trade Organization (WTO).

In contrast, blaming schools for unemployment is comforting. The majority of the school population is made up of minors who cannot speak back, and of teachers who are fairly powerless in terms of employment conditions and even the syllabus, especially in these neoliberal times when teaching has been transformed into slavery by managerial and regulatory regimes of accountability.

Blaming the education system has an added ideological benefit – it justifies employers exploiting labour in the name of graduates not being adequately prepared for The Market. Unfortunately, the trade union movement has been too paralysed to come up with an effective counter-argument, and those who are still in permanent employment have failed to establish worker solidarity with their colleagues suffering on gig terms.

In any case, there is an argument to be made against using educational accomplishment for employment. The reliance of employers on academic certificates is a form of discrimination, since those who are employed will always be those with the resources to get an education. Reliance on academic achievement also makes the school system subsidise employers by sparing them the cost of equipping their employees with the requisite skills.

Any country that has a backbone should tell businesses to shut up and train their own employees at their own cost. But in this era of state capture, that is unlikely to happen.

The education for employment justification

It is important to clarify that employment was never the immediate goal of the British-oriented university education system that Kenya inherited. In Victorian England, university education and admission through the examination system were primarily a tool of assimilation for the rising middle classes into the aristocracy. It was through the university system that members of the middle class gained access to the social and symbolic power of European aristocracy, which remains the source of cultural legitimation in today’s world. In turn, the middle classes were offered an opportunity to become part of the burgeoning British Empire. As a consequence, most of the colonial administrators were graduates of public schools and Oxbridge, and even now, the rising inequality in Britain has been attributed to the fact that this same cohort still dominates British politics and institutions.

Similarly, university education in Kenya was an opportunity to be assimilated into the colonial state. The first university graduates were the children of Chief Koinange, a colonial collaborator. One of his children, Mbiyu, received education from elite schools in three continents: Alliance High School in Kenya, London School of Economics in the UK and Columbia University in the US. He was also a Rhodes scholar at the University of Cambridge. He later became the brother-in-law of the first president, Jomo Kenyatta, and was in the president’s core cabinet for most of his life in independent Kenya.

Blaming the education system has an added ideological benefit – it justifies employers exploiting labour in the name of graduates not being adequately prepared for The Market.

With the outbreak of the Mau Mau war in the 1950s, and with the rise of the United States as a global power, the British government jacked up the availability of university education to raise a Kikuyu middle class that would provide the civil servants for the colonial state. After independence, the first president saw the university as fulfilling precisely the same role, and as Mwenda Kithinji argues in his brilliant book, The State and the University Experience in East Africa: Colonial Foundations and Postcolonial Transformations in Kenya, the first president had no intention to expand university education since he had the Kikuyu elites that he needed. The second president, a member of a minority ethnic group, then expanded university education in order to widen the Kenyan middle class to include people from other ethnic groups. It is therefore wishful thinking, if not delusion, for Kenyans to believe that the government schooling system was ever about employment. The schools have always been about class status and power.

However, the popular belief in education for employment is understandable, because the expansion of the control of the (ex)colonial state and global capital by the British and Kenyan elite was experienced by ordinary Kenyans as employment.

But almost 60 years after independence, there is no longer a need for the Kenyan elite to provide Kenyans with university education. In the 1960s, when there were not enough British-educated Kenyans to run the civil service, the Kenyan elites were the first generation in their families to go to British schools. . Today, however, there are enough British-educated Kenyans to run the ex-colonial state. The children of the elite are in power, and they also have children and grandchildren whom they want to ascend to power. Moreover, the inequality in Kenya’s education system necessarily means that those who perform well are children of middle-class parents who can afford private school education and can take over the bureaucracy and civil service through patronage, rather than through academic achievement.

The elites of Kenya, whom the current education system serves, have enough of their children and relatives to work in government, and enough of second-generation middle-class children to do their work. With families of a minimum of four wives and dozens of children, the elites have enough personnel.

Moreover, the elites cannot afford an educated Kenyan population outside of government. The Kenyan state needs to minimise the number of contenders for elite status that has been the goal of university education for almost three centuries. The idea, therefore, that we do not need Kenyans to go to university because there is no employment is a fantasy at best, and propaganda at worst. The goal of the government education system in Kenya has never been employment. Employment was simply a side effect. And employment seekers were not supposed to be ordinary Kenyans; they were supposed to be the elites entering top government posts through family ties and club networks.

The “useful” and “relevant” skills justification

Given this history of the imperial education system, it is almost laughable that university scholars have sought to justify themselves as providing skills that are useful for graduates in The Market. That said, it is a lie to which I dedicated a significant part of my career, until I realised that studying the arts can never be “marketable” in an anti-human economic and political system.

That aside, the fantasy of making university education appear “relevant” has been a public relations exercise in which even the British academy was engaged in the 19th century after industrialists complained that universities were not training their sons to take over the family industries from their fathers. In fact, John Brown argued in 1970 that the British elite university could not find a strong enough argument to defend the imperial education based on the Roman and Greek classics. However, it won over the industrialists by what he calls “the parlance of advertising” and an “imaginative sales effort”. Rather than argue for university education on its own merit, the universities assimilated the critique about their lack of “practical skills”, and claimed that elite class manners were a skill in and of themselves.

To put it simply, the universities told the business elite that they needed knowledge and habits of aristocrats for them to be “successful”. It was not enough to make money; one had to be sophisticated and convincing, able to talk across cultures and social class.

Before my road to Damascus conversion, I made this same laughable argument myself. Now when I think of it, this defence of university education belongs to the same whatsapp group as the products of business coaches and motivational speakers who promise “soft skills”, like how to speak convincingly, how to make an elevator pitch, how to dress to look presentable, and all other forms of self-improvement for The Market. We academics making those arguments are no different from those who give tutorials on how to have English “afternoon tea the correct way”.

We should do away with universities – as they are now

If universities, as they currently stand, are useful only to the elites, it should come as no surprise that the elites are now destroying them. After all, the universities are theirs.

But rather than fight for universities to remain public institutions in their current form, we the people need to fight for them to become truly public by removing degree programmes and turning them into a space for knowledge and culture. We should break down the walls of admissions and examinations. We should diversify and increase opportunities for people to learn through cultural centres, festivals and public libraries. We should make public engagement, like dialogues under a tree, and visits to what Odero Oruka called “sage philosophers” a part of formal education. For skills training, we could resort to apprenticeships as a way to enter a profession and facilitate peer review as a way to improve services.

Two things must definitely be removed from the university as an institution: 1) certification; and 2) the interference and regulation in university education by the state. Both have reduced university education to a cynical process of gaining papers to access elite status and titles, and of measuring outcomes and indicators like a balance sheet.

Most of all, we must remove the institution of the imperial elite, which is made up of people who gain wealth and power through their manipulation and control of the commons – land, natural resources, labour and knowledge.

​Africa may not always have offered degrees, but it has had universities for millennia. We can do away with degrees and retain universities. If we divorce training for the workplace from university education, universities can return to being sites of knowledge that are open to the public and that benefit society. Right now, universities are hardly different from members-only clubs for those who survive the hazing ritual of examinations and gain the right to become snobs who undermine democracy and social justice for the rest of their lives.

​But to scuttle such fundamental and dynamic reforms to education, the economy and politics, the president has now sacrificed the dreams of an entire generation of Kenyan youth – however contradictory those dreams may be – in order to sustain the exploitative social status of his family and the ruling elite. This situation is not only unjust; it is also untenable.

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Reimagining Home in a Time of COVID

COVID-19 has compelled us to think about the home as an enclosed political economy. The pandemic has placed an additional strain on the caregiving role and labour of women, who have been disproportionally affected by domestic and other forms of violence. What might a just home in a post-COVID future look like?

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Reimagining Home in a Time of COVID
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One of the contradictions of the past few weeks is that while we have become isolated within our own borders, neighbourhoods and homes, we have also become joined globally in the incantation of new words: social distancing; lockdown; quarantine; curfew; shielding. To this list of what the Welsh Marxist theorist Raymond Williams might call our COVID keywords, we must also insist on adding evictions, demolitions, and forced internal migrations, all of which have unfolded before our eyes in the first pandemic to occur in the age of social media.

At a recent webinar on Africa and the Pandemic, ROAPE’s Heike Becker described African governments as being more intent on flattening houses than on flattening the curve. I was provoked by this to revisit the literature on domicide, a word used to describe the deliberate destruction of homes and the suffering of those who dwell in them. In this pandemic, there has been an under-theorisation of the meaning of home. Instrumentally, instructions to stay at home were not made on the basis of careful knowledge of how homes function as what Kathleen Lynch, John Baker and Maureen Lyons have described as enclosed places or political economies.

Feminists have long argued that affective relations and the conditions under which reproductive labour is provided are neglected and under-researched. This failure risks making the attempt to prevent the spread of COVID-19 not just instrumentally unworkable but also unjust.

Olu Timehin Adegbeye has written that the World Health Organization (WHO) is “promoting social distancing as an essential response to this pandemic, forgetting that there are many parts of the world where this single solution is contextually inadequate or even dangerous”. As Tshepo Mdlingozi pointed out when he wrote in relation to South Africa, “spatial colonialism makes it impossible and inhumane to enforce a lockdown in shack settlements”.

COVID has also thrown up critical existential questions about what we talk about when we talk about home. David Ndii has written that the Kenya authorities have an assumption that everyone has a true rural home. This has meant that working people and the urban poor are treated as temporary residents of the city who have no rights to the city – an assumption with deep colonial roots. In India, the authorities announced a lockdown that Arundhati Roy has described as “towns and megacities…extrud[ing] their working-class citizens — their migrant workers — like so much unwanted accrual”. (In contrast, India’s repatriation by air of its overseas citizens has been meticulously organised.)

Feminists have long argued that affective relations and the conditions under which reproductive labour is provided are neglected and under-researched. This failure risks making the attempt to prevent the spread of COVID-19 not just instrumentally unworkable but also unjust.

When the stay-at-home orders were made, little thought was given to what it means to ask poor families to educate children from home in overcrowded conditions at a time when care work is itself risky, disproportionately exposing women to greater risks of the disease.

Our failure to imagine the homes of others is all the more striking because for those with access to technology, we are able to look into the homes of others for the first time. Virtual meetings challenge the notion of home as enclosed, private spaces.

Similarly, some of us have spoken frankly and sometimes for the first time about our family commitments and how our jobs are built on an unencumbered male breadwinner model now thrown into disarray. The instruction by our employers to “work from home” was striking: what do we imagine has been going on in homes other than work?

The pandemic has made responsibilities for care work more visible while increasing its quantity as women try to do their jobs whilst simultaneously looking after those in their home. The under-theorisation of what takes place in the home was evident in other ways, from the neglect of a shadow pandemic of domestic violence to the lack of awareness about the ways of life of multigenerational homes where shielding the elderly is not practical or where older people have long established roles in relation to care, quarantine and the dying.

Our failure to imagine the homes of others is all the more striking because for those with access to technology, we are able to look into the homes of others for the first time. Virtual meetings challenge the notion of home as enclosed, private spaces.

The pandemic should compel us to think more clearly about the home as a political economy. It has made visible and at the same time put under additional strain the work of social reproduction, that is, the socially necessary labour expended to provide food, clothing, and shelter. That little value is attached to this caregiving role is not natural but the outcome of political choices.

Caregiving and emotional labour are unequally distributed. They fall disproportionately on women and most of all on minority women, the poorly paid and the precarious. They subordinate women in society.

Women have, of course, struggled against that subordination. This is, for instance, richly evoked in Luise White’s study of early Nairobi, The Comforts of Home: Prostitution in Colonial Nairobi, which showed how women provided care labour for men in return for pay “in imitation of marriage” and then went on to use the proceeds of that labour to become independent property owners in a growing city. As one woman quoted in the book stated, “I built this house on my back.”

The gulf between the homes of the rich and the poor in the cities of the Global South has meant that whilst many cocoon at home in safety, with adequate food and access to plentiful resources, (purchases of luxury cars in Kenya have shot up since the beginning of the pandemic: the car too functions as enclosed space), in other parts of the city, women are caring for people without pay, taking care of loved ones, “provisioning supplies, and finding ways to offset the enormous economic and social burdens of this time’”.

At the same time, women have borne the brunt of the violence directed towards their homes. The pandemic has confirmed Patrick McAuslan assertion that the bulldozer is often “the principal tool of planning’”. Evictions in Kenya have taken place in defiance of court orders.

The militarisation of cities such as Nairobi and Johannesburg has led to an increase in rape and sexual violence. Women are safe neither from intimate partners nor from strangers in the form of police prowling the streets during curfews.

Central to a just response to COVID must be the work of reimagining what is needed to sustain a just home. Foremost amongst these is an economy that recognises, redistributes and compensates the labour that is essential to sustaining us. A better understanding of the labour needed to reproduce a home and ensure its survival during a pandemic must be carried forward into the future to ensure that the home thrives. A starting point is to recognise the differential impact of violence, repression, precarity, sickness and domicide on women in a time of COVID.

Central to a just response to COVID must be the work of reimagining what is needed to sustain a just home. Foremost amongst these is an economy that recognises, redistributes and compensates the labour that is essential to sustaining us.

Recovery should not mean a return to normal but should entail thinking about the ways in which the normal of others has been invisible to us, as Hannah Cross and Leo Zeilig remind us by asking: “Is not the experience of life with the Covid-19 outbreak, now being felt for the first time in many generations in the Global North, the common experience of life and death in the South?”

The Hawai’i state commission on the status of women, presenting its proposals for a feminist economic recovery from COVID-19, argues that we must speak “not only about response and recovery, but also of repair and revival: repair of historic harms and intergenerational trauma playing out as male domination, gender-based violence, economic insecurity, poor health and mass incarceration”.

What might a just home in a post-COVID future look like?

This article was first published in the Review of African Political Economy journal

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