Decolonising Education in Africa Through Indigenous Knowledge Systems

Abstract

A widely held view that education is part of culture, and that culture is transmitted through education, serves as a point of departure for this chapter. This adage calls for all world cultures to find expression in their respective educational systems. This is especially so in a historically colonised world where education systems were shaped by the colonising powers’ cultures. Thus, decolonisation of education is necessary not only to overcome this historical legacy but also to strategically position Africa in a highly competitive globalised world. Using a discourse analysis approach, this chapter examines the challenges, constraints, and possibilities for decolonising education in Africa through the Indigenous knowledge system. This is done through a critical review of published sources. It advances an Afro-optimistic argument that while there are challenges and constraints, including persistent dependency syndrome and lack of active agency on the part of African intellectuals, these are, however, not insurmountable. It is argued that a rich African Indigenous knowledge base already exists, with theoretical concepts and ideas that can be harnessed for further development and creative infusion into the education system. African intellectuals, expected to pioneer the indigenisation of education, would, however, have to overcome biases and limitations imposed on them by their Western educational training and reconnect with ordinary African communities to access the rich Indigenous knowledge.