Introduction

This episode of "The Poor Proles Almanac" continues the story of Efraím Hernández Xolokotzi, a renowned Mexican botanist whose views clashed with the dominant agricultural paradigm of the Green Revolution. The episode focuses on Zolo's experiences at the National Agricultural College in Chapingo (NAC), which was heavily funded and influenced by the Rockefeller Foundation. It highlights the growing tension between Zolo's advocacy for traditional agricultural practices and the school's emphasis on U.S.-style modernization.

Zolo's Early Critique of Agricultural Education in Mexico

• Zolo's critical perspective on agricultural education emerged early on, stemming from his observations of the curriculum and teaching methods at the NAC.
• He believed that the curriculum was too rigid, lacked socioeconomic context, and failed to incorporate indigenous knowledge systems.
• In a 1955 speech, Zolo argued that agronomists should be "fundamentally biologists with agricultural studies," discarding the "old concepts" of rigid categorization.
• He advocated for higher pay for instructors, the requirement of doctorates, and a greater emphasis on research that was relevant to the specific conditions of Mexico.
• Zolo's recommendations were largely ignored by the school's leadership, who continued to prioritize the U.S.-style model of agricultural education.

The NAC: A Microcosm of the Green Revolution's Contradictions

• The episode portrays the NAC as a microcosm of the broader tensions surrounding the Green Revolution in Mexico.
• The Rockefeller Foundation's heavy investment in the school transformed it into a showcase for modern agricultural technology and practices, effectively turning it into a "PR wing" for the American way of growing food.
• The school's emphasis on technology and industrial-scale farming contrasted sharply with the traditional, small-scale agriculture practiced by most Mexican farmers.
• Zolo's concerns about the erasure of indigenous knowledge and the potential negative impacts of modernization were echoed by a growing number of students who became increasingly critical of the school's curriculum and direction.

Student Unrest and the Persistence of a Revolutionary Spirit

• Despite the NAC's emphasis on discipline and conformity, a strong undercurrent of revolutionary spirit persisted within the student body.
• This was influenced by the school's history, particularly a traumatic incident during the Mexican Revolution where students witnessed an execution on campus.
• Students became increasingly vocal in their criticisms, expressing concerns about the disconnect between their education and the realities of Mexican agriculture.
• They complained about the quality of instruction, the lack of practical knowledge, and the school's focus on training "agronomic factory workers" rather than researchers and innovators.
• Student activism manifested in various forms, including protests, boycotts, and critical articles in the student newspaper.

Zolo's Increasingly Outspoken Critique of the Green Revolution

• By 1960, the negative impacts of the Green Revolution were becoming more apparent, and Zolo's critique became increasingly pointed.
• He publicly denounced the destruction of Mexican identity and the ecological damage caused by the push for modernization.
• He argued that the Green Revolution was creating "poor imitations of agriculture in other countries" and failing to address the socioeconomic realities of Mexican farmers.
• Zolo continued to advocate for the incorporation of traditional knowledge into agricultural education, emphasizing the importance of learning from campesino farmers.
• He saw the elders and adults within indigenous communities as vital repositories of knowledge, highlighting their "empirical method" that had been tested over generations.

A Clash of Agricultural Philosophies

• The episode underscores the fundamental clash of philosophies between Zolo's approach and the dominant paradigm of the Green Revolution.
• Zolo's emphasis on biodiversity, ecological balance, and the preservation of traditional knowledge stood in stark contrast to the focus on maximizing yields through technological interventions.
• His vision for a sustainable and culturally appropriate agriculture was at odds with the push for uniformity and standardization that characterized the Green Revolution.
• The episode sets the stage for Zolo's continued resistance to the Green Revolution and his efforts to promote a more holistic and equitable approach to agriculture in Mexico.For sources, transcripts, and to read more about this subject, visit: www.agroecologies.org

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