Description
ABSTRACT
Purpose: The influence of Western ideology on educational curricula and its negative impacts on food insecurity pose serious challenges to the sustainability of Nigeria’s food system. This study critically analysed the decolonisation of education curricula in the context of youth involvement in agriculture and its potential to reduce food insecurity.
Design/Methodology/Approach: A mixed-methods approach was employed. Quantitative data were collected via Google Forms from 232 students at Nigerian universities. An exploratory- critical review of literature indexed in Scopus, Google Scholar, and ResearchGate, as well as local and international organisation reports, was used to synthesise qualitative data for the study. The inclusion criteria of key themes include colonialism, decolonisation, curriculum, indigenous knowledge, traditional farming systems, youth involvement in agriculture, and food insecurity. Percentage, mean score and linear regression model were employed to analyse the quantitative data, while a thematic approach was used to analyse the qualitative data.
Findings: The study findings suggested an African-driven epistemological education curriculum to increase youth involvement in agriculture and reduce food insecurity. The regression model indicated that the age range (3.333, p = 0.001) of youth involvement was a significant predictor of reduced food insecurity.
Originality/Value: This study advocates integrating indigenous knowledge with Western ideology into the education curriculum to reshape youth attitudes toward agricultural careers. It recommends collaboration among food systems actors to create a decolonised agricultural education curriculum that supports the Sustainable Development Goals, particularly in reducing food insecurity in Nigeria.
Keywords: Curriculum, Decolonisation, Food insecurity, Higher education, Nigeria, Youth-in-agriculture.
