Africanising soil science: a constructivist grounded theory for advancing curriculum transformation

Abstract

In Africa, social and epistemic justice imperatives call for the transformation of the western-style university, into an Africanised university. Ample literature exists as to the reasons that canonically-western university curricula should be Africanised to suit African needs. However, there is a lack of guidance on the process of Africanising scientific curricula, including in the discipline of soil science. To develop a useful theory in this regard, constructivist grounded theory (CGT) was applied as a methodology and method. A reflective teaching praxis, followed by in-depth interviews were conducted with experts in soil science, curriculum transformation, and indigenous knowledge studies. Transcripts were iteratively coded and abstracted to develop a CGT of a (South) Africanised soil science curriculum-transformation process. This theory encompasses interconnected personal, institutional, and national transformation processes, in a synergy of African (ubuntu) and Western (individualistic) approaches. The principles and process developed may support Africanisation of curricula in other environmental sciences.