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Decolonising Oppressive Epistemologies in the Higher Education System

Author

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  • Moni Zembere

    (Peace and Governance, Bindura University of Science Education, Bindura, Zimbabwe)

  • Mberi Tinashe

    (Peace and Governance, Bindura University of Science Education, Bindura, Zimbabwe)

Abstract

This paper examines the process of decolonizing higher education in Africa through knowledge production in order for educational transformation to take place. Through a comprehensive literature review, the paper explores the calls for decoloniality and the practical approaches to decolonizing oppressive epistemologies in higher education. In this context, decoloniality theory serves as an analytical lens for informing both pedagogical approaches and institutional transformations in African higher education. This theory has been selected because it proffers recommendations that support systemic change. Central to this paper is an idea that higher education cannot be thought of in decolonial terms if it remains disconnected from acts of democratic action and transformation, the actions of access and equality. So, to pursue actions related to democratic actions such as equality, liberty, inclusion, tolerance, diversity and innovation is inadequate if education is not connected to such actions.

Suggested Citation

  • Moni Zembere & Mberi Tinashe, 2026. "Decolonising Oppressive Epistemologies in the Higher Education System," International Journal of Latest Technology in Engineering, Management & Applied Science, RSIS International, vol. 15(9), pages 1792-1799, September.
    • Handle: RePEc:bjf:ijltem:v:15:y:2026:i:9:a:412
    DOI: 10.51583/IJLTEMAS.2026.150900061
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