Envisioning an African-centric higher education home economics curriculum for the 21st century

Home Economics as a discipline of study was introduced into Africa mainly through missionary activity in the first half of the 20th century. However, training educators to teach in higher education institutions on African soil did not begin until the last half of the 20th century. To fill this gap, teachers were trained abroad, mostly in England, Canada and the United States. They then returned to teach in African institutions. As a result, the content of most Home Economics higher education and public school programmes in Africa reflects a strong Western influence. The relevancy of these programmes has oftentimes been criticized, warranting programme evaluation and review. Africa is a unique continent (54 countries) with particular challenges for its individuals and families. While embracing similarities and the leadership provided by Western paradigms, African home economists need to be sensitive to these unique challenges and to their own culture in order to create an appropriate curriculum that is relevant to their context. This chapter first explores the current challenges that are faced by Black African families in the Southern African Development Community (SADC) region. This overview is followed by a discussion of the challenges that emanate from professional Home Economics practice. It concludes by envisioning an ideal Africentric Home Economics higher education curriculum for socializing future generations of African home economists.