Los Tabicones….Ahora en Chiapas!

According to wikipedia (english)….”Agroecology is the study of ecological processes that operate in agricultural production systems. The prefix agro- refers to agriculture. Bringing ecological principles to bear in agroecosystems can suggest novel management approaches that would not otherwise be considered. The term is often used imprecisely and may refer to “a science, a movement, [or] a practice.”^[1] Agroecologists study a variety of agroecosystems, and the field of agroecology is not associated with any one particular method of farming, whether it be organic, integrated, or conventional; intensive or extensive.

Mmmmm, what I find very interesting is that the wikipedia definition of “agroecologia” (spanish) results in…”La agroecología es una disciplina científica relativamente nueva (década de los setenta del siglo XX), que frente a la agronomía convencional se basa en la aplicación de los conceptos y principios de la ecología al diseño, desarrollo y gestión de sistemas agrícolas sostenibles.”  In a nutshell (for those non-spanish speakers), “agroecologia” is a realtively new scientific discipline that is based in application (i.e. practice) of sustainable agricultural principals, and is a front (or alternative) to conventional agronomy.

I had never before done such a search on a particular terminology but via two cultural perspectives.  The reflection below on my recent experience in a training/gathering event that we (INESIN) hosted perhaps reveals a bit more of the “agroecologia” perspective that many in Latin America hold to…

One of the most rewarding and encouraging activities for us at INESIN is when folks from communities gather together at our site/home-base/office. Upon arrival, one thing that is always very evident is the diversity that makes up Chiapas.  Whether its geography, food, language, customs, ethnic groups, etc., the mission of INESIN to work towards peace in a diverse context encounters an opportunity. The fotos above remind us of this diversity….the spectrum and abundance of food that is produced from the rich volcanic soil; the other, my friend Abi, co-worker at INESIN, descendent from the Zoque indigenous people, a philosopher and wonder-worker with words…alongside Sebastiana, a Tsotsil woman from Huixtan, committed to keeping her traditional ways, to growing native corn and beans, to maintaining her garden of vegetables and medicinal plants, and one who makes a most-tasty “caldo de gallina de rancho” (somewhere between a homemade borscht and chicken soup).

The gathering was called “Mejorando Nuestras Semillas Criollas y Otras Practicas de La Agroecologia” or “Improving Our Native Seeds and Other Agroecological Practices”. We had 20 people present from the various community groups with which we work. As we see the difficulties experienced in rural communities, we realize the need to focus on providing accompaniment not just in relation to vegetables, but now more-so in relation to basic crops, such as corn, beans, coffee, peanut. These crops are the bases of the family economy; yet many, many families have become very dependent (over the past 30 years) on an agriculture that requires heavy chemical input in combination with hybrid seed, decreased margins for profit, and increased risk on the farmer.  Alas, this type of system is not working for millions of small-holder farmers (and don’t call them peasant – they are wise, thrifty, and concientious stewards of their land!). Especially damaging has been the widespread (and misleading) promotion of hybrid corn seed, which has resulted in the lost practice of maintaining the diversity of native corn varieties, which has formed the basis of mesoamerican culture for milenia. True, in the Altos of Chiapas, there has long been resistance to the introductions of foreign methods of production, and the practice of seeding “criolla” or native varieties continues. Other regions have certainly lost much  in terms of seed variety and the knowledge that goes hand in hand with managing a host of seed varieties, each with their own particular agronomic and ecological (or agroecological) niche. Those other two fotos above give some reference of the reverence that farmers hold for corn, and the milpa system.

INESIN’s methods are always participatory, that is, we base our work from an understanding that each person has a unique experience that is to be valued, and one that can be shared and learned from. Our facilitated sessions typically blend small group discussions, plenary sessions where information is gathered and folks have a chance to react/analyze/question the content that is shared, and occasionally moments of demonstrations or presentations of agroecological theories and/or practices that may be adopted or adapted to one’s context. See above photos….

An ancient-but-resurging practice in many regions worldwide is the exchange of native seed, seed of all kinds, as a way to diversify production (can improve diet, AND provide income generating opportunities) as well as the genetic-base and resilience of a particular crop species (via cross-pollinization). For this gathering we decided to ask all participants to bring some native seed of whatever they happened to have on hand. At first we thought our “seed exposition” would be a bit on the thin side, but slowly each person brought out what they had, and the table became a focal point of enthusiasm and energy which we certainly under-estimated! The exchange of seed was an activity that participants thoroughly enjoyed (see fotos immediately below), and commented via the evaluations that they would like to do more of this, as a way to enrich the farmer-farmer exchange (not solely via words of experience, but via actual germplasm!).

Our 3-day event also included discussion around the need to conserve the soil, and we have a small (very small!) plot demonstration within INESIN’s growing area that provides an example of maintaining a thick mulch year-to-year in the milpa (see photo below left). As was typical for 80 years in Canada, the traditional concept of a good farmer is one who works his/her field til there is not one blade of vegetation, nice and black, ready to seed. With very heavy rains in the first weeks after seeding corn (at times on very sloped land), erosion will carry away enormous amounts of topsoil. In one area, the farmers told me their capa-negra (topsoil) was around 40 cm thick 30 years ago, and now it is about 10 cm thick. Thats a lot of lost fertility, which they now have to buy in the form of fertilizer. INESIN, as well as MCC in other regions and capacities, are working to change this traditional concept, and working to provide a viable, non-chemical alternative – keeping a mulch-cover on the field – to reduce erosion, supress weed growth, and maintain soil moisture, which may allow for an additonal short-season crop to be grown. Finally, we went on a tour to a place called Casa del Pan (House of Bread), where we heard of the growing movement to support local farmers in their efforts to retain traditional agroecological practices and native seed varieties. After that we toured their roof-top garden, amazed by the diversity of heritage vegetables and medicinal plants that are used by the restauarant below (photo below right). Many of the folks from communities were abosutely surprised to see that city-dwellers would go to such pains to grow food. One fellow said later “we now have no excuse in our community to say there is no space to plant a garden!” Thanks to Sophie and Casa del Pan for the great experience (and coffee/tea/cookies!).

In summary, our experience was very enriching for all involved. It has given INESIN a strong base to continue its work in communities in Chiapas. And to speak personally, this gathering, along with many other experiences, has given me a perspective that I could not have attained by remaining within the borders of Canada. Its like as if I never thought of checking out the same definition on Wikipedia Español……

This post is a follow-up to one I (Jacquie) wrote in April – It´s All About Love –  it continues a series of blogs on explaining more about the philisophy and life of Yirtrak, the organization I volunteer at here in San Cristobal.

 Libertad – The Basic Idea

“Libertad” – a spanish word, which while obviously related to the idea of liberty, is perhaps better translated freedom. It is also one of Yitrak´s fundamental philosophies.  I am still in the process of understanding what is meant by this word, at least in my current cultural context (of the organization I mean, and yes to some extent Mexico), but still I feel up to trying to explain how this idea of “Libertad” is lived out in the various educational projects of Yitrak.  Considering this words close connection to the idea of liberty and the fairly fluid, lets just say “hippy” influenced culture that I often find in Yirtrak, it was initially hard to not wonder if this quest for Libertad stemmed from the desire to have the freedom to do whatever one wants,  without thinking of others. But no, I was misled, there is another spanish word that speaks to this type of attitude – libertinaje (in English liscentiousness?), although perhaps reminding ourselves regularily of the difference of these two simliar words is an important exercise.

Here is a summary of Yirtrak´s philosophy of Libertad, a.k.a. Freedom.

Its an education in and for freedom, and refers to the idea of accompanying the growth of childen within their own personal natural development, respecting their desires, interests and affinitys, while also taking into considering some basic principles of living in harmonia with one´s community.

The description goes on to focus on the need to be responsible for one´s owns actions and the consequences they have for oneself and others, and also of the importance of knowing one´s owns limits for the well being of oneself and others.  The goal of such an education  is to develpment independent and autonomous persons that can be “change agents” in the social/cultural context they find themselves in.

A Bit of Contextual Background

Yikes, now that I type that out in English I realize the depth of that philosophy and the loftiness of trying to achieve it.  So yes, there is the potential to critique both this concept in general or how well this organizaton is reaching its goal, but I don´t think that will be my point in writing. Instead, I´d like to share some specific examples of how this principle is being lived out in the educational projects of the organization. First, I´d like to clarify that we are living in Mexico, which has a diverse and beautiful culture.

Yet, historically and to the present time, the structure and culture of the public school system does not overly promote a diverse or child focused development, and is very standardized.  For example, children where uniforms, national wide circulum and materials are provided for each subject, regular exams begin in the first grade, and state-wide testing in the fourth grade.  Furthermore, from what I understand this type of education encourages people to memorize and perhaps understand things but not provide tools how to think, analyze or problem solve for oneself. Finally cultural expectations and salaries, make it hard for teachers to bring much creativity to their students. That´s not to say there are not many dedicated, good teachers…I know, because I know some. But these are many of the reasons that Yirtrak, its schools proyects, teachers and the families involved are looking for and wanting to offer a different style of education.

Putting the Theroy in Practice

One clear example of this type of education “in and for freedom” is the level of input that students have in the life of their school and in to some extent in what they want to study.

One specific example is the use of projects and “conferencias,” which means that  as parents we are encouraged to have an on-going project that we work at home with our child. They are allowed to pick whatever theme they would like (sometimes within a general topic, ie. animals) and we are given some age appropiate guidelines in how to help the child research the topic and prepare a presentation for his/her class (aka a “conferencia”).  Last year Ezra chose a number of different topics including – hamsters, How to make a Video, Killer Whales and The Mayas, which allowed him to learn a variety of things while also praciticing his research, writing and public communication skills.

Another example is the weekly student asamblea. It is a space for the kids to discuss issues going on in the school, to share their opinions or feelings and to hear from others and try to offer solutions to conflicts. While guided by the teachers (or the word they use more is acompañantes) it clearly is student orientated. While the preschool does not host asambleas they do highly value children´s input and encourage and teach them in basic principles in resolving conflicts or being respecful and peaceful with others.

In both Hilary´s preschool and in Ezra´s primary school this focus on Libertad is also evident in the personal care that each child receives, the high “teacher” to child ratio (on average about 8 to 1) and focus on holistic education allows the adults to really understand and help each child to mature in all dimensions of life  – cognitive, emotionally, socially, personally, etc.- with love and acceptance being the basis for appreciating each child`s differences.  Parent/teacher interviews are more focused on the holsitic development of the child rather than talking about grades or academic acheivements.

Finally,  I just wanted to mention that another elemenent that we really appreciate is how gender equality is encouraged and supported, whether that be through developing the emotional aspect of all the children, the high level of cross gender friendships or encouraging and giving equal opportunities to boys and girls to be involved in a wide spectrum of activities – bascially, the school´s try to free kids from fairly restricted gender/culture norms or expectations  (and remember we are living in Mexico!).

And to End things Off…

While every organization or projects has its weaknesses, Yitrak definitely encourages and educates its students and workers to be themselves, while appreciating each persons differences.   It inspires creativity, promotes interest in learning, self confidence in sharing one´s emotions and opinions, and aims to teach good principles about living peacefully in a diverse community.