Decolonising Knowledge in African Universities

Abstract

University dons, students, policymakers and activists within the education space in different countries in Africa, and even abroad, continue to argue that it is time to decolonise higher education. From the periphery, it is valid to argue that decolonisation of education means that African universities must become independent in their processes of acquiring of knowledge skills, values, beliefs and even habits; that the present system must be overthrown to allow universities to define a practical system for themselves. In reality, decolonising university education has far-reaching implications—more than just replacing theorists, contexts and authors. Firstly, universities, both in Africa and Europe, are not ivory towers but research institutions drawing from local and global theories. Secondly, developing curricula that build on the best knowledge skills, values, beliefs and habits cannot be limited to one country nor one continent—be it Africa or Europe. This chapter wrestles with the argument that the term decolonising education could be being badly misinterpreted in some contexts. In fact, it becomes almost impossible to decolonialise university education without defining the term. Besides, the term remains grey, with no clarity about whose responsibility it is to spearhead this process. It is not only necessary to develop shared understandings and ideas of the term, but also to define the How/Approach for developing that desired African education system. Only then can we proceed with the practicality of decolonisation.