In classrooms across Africa, students often learn more about Shakespeare than Soyinka, more about the French Revolution than the Mali Empire. While education is meant to empower, many African curricula still echo colonial values, teaching young minds to look outward for validation rather than inward for identity.
However, a transformative movement is gaining momentum, one that seeks to decolonise educational curricula. This initiative aims to dismantle lingering colonial influences in education, ensuring that learning materials and pedagogies resonate with indigenous cultures, histories, and knowledge systems. The objective is not merely academic reform but a profound reimagining of education, one that empowers students with a sense of identity and purpose rooted in their heritage. For Africa, decolonisation is not just an academic pursuit; it is a necessary step toward reclaiming cultural and intellectual autonomy, equipping future generations to navigate and shape their societies without the shackles of colonial ideologies.
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On the global stage, there is increasing recognition of the need to diversify educational content. In the United Kingdom, for instance, a 2024 report revealed that 98.5% of English literature GCSE students do not study texts by writers of colour, despite 37% of schoolchildren coming from Black, Asian, or minority ethnic backgrounds. This disparity has prompted calls for curriculum reform to better reflect the nation’s multicultural reality. Similar critiques have emerged in the United States, where movements like #BlackLivesMatter have influenced education systems to re-examine entrenched Eurocentric frameworks. Globally, this push for more inclusive curricula aligns with broader discussions around social justice and equity, urging countries to rethink education in ways that promote inclusion and interrogate the historical foundations of what students are taught.
Yet, despite growing calls for change, efforts to reform curricula often encounter resistance. Budget cuts in several UK universities, for instance, have led to the discontinuation of courses on race and colonialism, raising concerns about the depth of commitment to inclusive education. Such developments underscore the challenges inherent in decolonising curricula, even in diverse societies. As the debate continues, educators and policymakers across the globe are increasingly pushing back against historical inertia in pursuit of educational equity.
The African Context: A Legacy of Colonial Education
In Africa, the colonial legacy has profoundly shaped educational systems. Many curricula continue to reflect Eurocentric values, focusing on European history, languages, and cultural norms while marginalising African history, languages, and traditional knowledge. According to a UNESCO report, curricula in several African countries remain heavily influenced by colonial structures, with disproportionate emphasis placed on European languages. This not only undermines African identities but perpetuates an education system that devalues indigenous knowledge.
The continent also faces pressing educational challenges. UNESCO data indicate that by 2030, around two in ten children in sub-Saharan Africa will still be out of school if current trends persist. This underscores the urgent need for reforms that are both inclusive and grounded in African realities. While countries like Kenya and South Africa have made notable progress in curriculum reform, much work remains to be done to ensure African nations fully reclaim their educational sovereignty.
Decolonisation in Action
South Africa: The Fallist Movement and Curriculum Reform
The 2015 #FeesMustFall protests marked a pivotal moment in South Africa’s educational history. While initially focused on the cost of higher education, the movement also spotlighted the need to decolonise university curricula. At the Durban University of Technology, for instance, faculty have undertaken efforts to reassess course content, prioritising African contexts and perspectives. A study published in the South African Journal of Education notes that this process involves rethinking foundational subjects such as philosophy, economics and political science to incorporate African frameworks. The academic community has embraced the challenge of revising pedagogical practices and materials, driven by the belief that education should reflect the lived experiences of African students.
Nigeria: Advocating for Pan-African Studies
In Nigeria, the Pan-African Dialogue Institute has called for a comprehensive curriculum review to integrate Pan-African studies at all educational levels. The Institute argues that this is crucial not only for fostering national identity but also for preparing students to engage with global challenges from an African perspective. Universities such as the University of Lagos are working to expand African-centred programmes, particularly in history, literature and cultural studies. These efforts aim to deepen students’ understanding of their heritage and the shared history of African peoples. In collaboration with academic institutions, the Nigerian government is actively exploring ways to incorporate Pan-Africanism into the national curriculum, broadening educational experiences through a distinctly African lens.
Gabon: Integrating Sustainability into Education
Gabon offers a unique example of how environmental education can intersect with decolonisation. In Libreville, the Ecole Ruban Vert was founded with the goal of educating future generations on sustainable development. The school’s curriculum emphasises environmental awareness, sustainability and African-led solutions to ecological challenges. Gabon’s approach reflects a broader commitment to addressing global issues through African perspectives, blending indigenous knowledge systems with modern scientific methods. This initiative demonstrates how decolonising education can also involve rethinking how students engage with the environment and their role within it.
Challenges and Considerations
While the decolonisation movement is gaining traction, several obstacles persist. Resistance from traditional academic institutions, which often prioritise established frameworks, remains a major barrier. Funding is another concern: many African governments lack the resources to implement widespread educational reforms, resulting in slow or incomplete progress.
Additionally, there is a pressing need for educators trained in indigenous languages and alternative pedagogical approaches. Successful decolonisation will depend not just on revising curricula but on equipping teachers with the tools and training necessary to deliver inclusive and contextually relevant education.
A further challenge lies in balancing indigenous knowledge with global competencies. African students must still be prepared to participate in a global economy, which requires proficiency in internationally recognised subjects and languages. The aim of decolonisation, therefore, is not to reject global knowledge, but to create a more balanced educational model, one that values both African traditions and global interconnectedness.
Towards an Inclusive Educational Future
Decolonising the curriculum is not simply an academic exercise; it is a transformative process that empowers African students by affirming their histories, cultures and identities. The movement is not solely about addressing historical injustices, but about cultivating an educational environment in which African students can thrive.
By embracing indigenous knowledge systems and languages, African nations can foster schools and universities that are both inclusive and reflective of the continent’s rich heritage. While the process is complex and fraught with challenges, the potential rewards are immense. A decolonised education system offers African students not only the tools to succeed globally but also a deep and enduring pride in their identity.
As the movement continues to evolve, it holds the promise of reshaping education to better reflect the diversity, resilience and aspirations of the continent. With sustained commitment and collaborative effort, decolonising the curriculum can lay the foundation for a truly representative and empowering educational future for Africa.
