Page 176 - Cultural Studies of Science Education

11 Developing a Sustainable Agricultural Curriculum in Malawi: Reconciling a Colonial Legacy 153

animals from what is left of indigenous trees are sold to tourists, along with aro-
matic cedar boxes. The government has attempted to regulate and manage the
cutting down of indigenous trees for this purpose.
In class discussions with the Malawian educators, we wanted to better understand
the ecojustice issues surrounding the tea plantations. The Malawians were very
articulate and forthright in describing the equity and environmental issues
associated with tea farming. Tea was first planted by the British in 1891 and
remains a cash crop for the European landowner that is exported to other countries.
However, the Malawians were well aware that the missionaries and European
farmers who offered gifts or favors to the village chiefs took the land away from
their ancestors. One of the student’s fathers in my class was imprisoned for
advocating the return of the land to the Malawians. As they are paid very low wages
for working in the fields, the rural Malawians benefit very little from the profits of
the plantation owners.
Tea farming in Malawi is an example of how globalized market forces influence
the economy and ecology of African countries. According to Bowers (2001), eco-
justice addresses the causes of poverty at the community level that have been
undermined by globalization. The commercialization and control of land by
Europeans in Africa have contributed to the loss of African cultural capital and
widespread poverty of indigenous people (Boahen 1987). From a postcolonial per-
spective (Carter 2007), the Malawians in my class were engaged in the process of
deconstructing their colonial legacy that influences their lives today. With the
advent of democratically elected government in 1994, educated Malawians have
become more empowered to speak out about human rights and social issues affect-
ing their country. However, giving voice to their own indigenous knowledge and
practices that are still embedded in Malawian culture today is essential for

understanding ecojustice issues in the country.

Rural Agricultural Practices

In order to feed their families, the rural farmers must grow crops in overcultivated and
drier regions of the country. Trees are cut down and fields are burned to clear land for
growing maize and other vegetables. The planting is done during the warm, wet winter
season and the harvesting is done only one time a year in the cool, dry, early summer.
During planting season and before harvesting, many Malawians struggle to find
enough food to feed their families. The typical rural farmer is also dependent on sub-
sidized fertilizer from the government. Although in the short-term crop yield is
improved, in the long term synthetic fertilizers contribute to soil depletion. Additionally,
many rural Malawian farmers clear their fields by burning. Although efficient in

clearing fields, this practice further contributes to soil depletion and erosion.
Collecting firewood for cooking is a daily chore in Malawi, primarily for women
and children. Wood is also used to make charcoal by burying burning logs in the soil.
Charcoal burning, although banned by the government, contributes greatly to