This episode of "The Poor Proles Almanac" continues the story of Efraím Hernández Xolokotzi and examines his experiences at the National Agricultural College in Chapingo (NAC). The episode highlights Xolo's criticisms of the college's curriculum and teaching methods, noting that he believed they were too rigid, lacked socioeconomic context, and did not incorporate indigenous knowledge systems. Xolo argued that agronomists should be "fundamentally biologists with agricultural studies" and discard "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. However, his recommendations were largely ignored.

The episode explores the NAC as a representation of the larger issues surrounding the Green Revolution in Mexico. The school became a platform for modern agricultural technology and practices due to substantial funding from the Rockefeller Foundation, successfully promoting the American approach to agriculture. The institution's emphasis on technology and industrial-scale farming was in direct opposition to the traditional, small-scale agriculture practiced by most Mexican farmers. Xolo's worries about the loss of indigenous knowledge and the possible detrimental effects of modernization resonated with a growing number of students who grew increasingly critical of the school's curriculum and focus.

Despite the NAC's emphasis on discipline and conformity, there was a strong undercurrent of revolutionary spirit 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 voiced their concerns about the disconnect between their education and the realities of Mexican agriculture, criticizing 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 was expressed through protests, boycotts, and critical articles in the student newspaper.

By 1960, the negative impacts of the Green Revolution were becoming more evident, and Xolo's criticisms grew more pointed. He openly condemned the destruction of Mexican identity and the environmental harm caused by the drive for modernization. He claimed that the Green Revolution was producing "poor imitations of agriculture in other countries" and failing to address the socioeconomic realities of Mexican farmers. Xolo continued to advocate for the integration of traditional knowledge into agricultural education, emphasizing the importance of learning from campesino farmers. He recognized the elders and adults within indigenous communities as essential sources of knowledge, highlighting their "empirical method" that had been tested over generations.

The episode emphasizes the fundamental conflict between Xolo's approach and the prevailing paradigm of the Green Revolution. Xolo's emphasis on biodiversity, ecological balance, and the preservation of traditional knowledge was in stark contrast to the focus on maximizing yields through technological interventions. His vision for sustainable and culturally appropriate agriculture clashed with the push for uniformity and standardization that characterized the Green Revolution. The episode sets the stage for Xolo's ongoing 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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