Literature asserts that African, particularly Sub-Sahara African, systems of higher education have failed to become significant vehicles for social transformation. This study proposes that the main reason for this failure is curriculum-culture incongruity prompted by objective-knowledge-oriented, colonially inherited curricula, which ignore the subjective, participatory nature of African societies' spiritual, economic, cultural, and political needs. The general outcomes of these objectivism-oriented and culture-incongruent curricula have been a distrust of culture and values, along with a brain-drain to the West, because of the attraction of Western positivism.
The opening of one particular Sub-Saharan higher education institution, Christ the Teacher Institute for Education (CTIE) in Nairobi, Kenya (in 1992), required a coalition between Western (mainly North American) and Sub-Sahara African (mainly Eastern African) educational cultures to respond to the need for cultural congruity. In using the theory of critical hermeneutic inquiry, and particularly in implementing the concept of mimesis 123 , to capture the history surrounding CTIE, its present circumstance, and future visions, this study investigated how both Western and Sub-Sahara African conceptions of curriculum itself have coalesced at CTIE. This mimetic analysis reveals as well that CTIE's major educational challenges to fostering congruence between Western and Sub-Saharan cultures come from the various educational value and belief systems that administrators, teachers, and students all bring to the Institute as a result of their own Westernized, objectified educational experiences.
The dialogic nature of this research also reveals how the educational community at ME appears to be meeting those challenges and moving toward the construction and practice of a culturally congruent curriculum, apparently the result of its own dialogic practices. Accordingly, this study concludes that an even more conscious orientation toward language at ME and continued attention to critical understandings of the nature of culture, tradition, and history would enable the ME community members to enhance their educational efforts. Altogether, ME seeks to educate graduates committed to serving as catalysts themselves for the transformation of their respective Sub-Saharan educational systems, and as models for others' educational and societal commitment.
