Decolonizing education in Africa: Curriculum reform, language policy, and indigenous knowledge systems

The movement to decolonize education in Africa has gained significant momentum as scholars, policymakers, and communities critically assess the legacy of colonial education systems. This research explores the imperative for curriculum reform, the re-evaluation of language policy, and the integration of indigenous knowledge systems as key strategies for advancing decolonization. The paper investigates how colonial epistemologies persist within educational structures, hindering efforts to cultivate culturally relevant and locally grounded pedagogies. By analyzing the implications of current policies and practices in various African countries, the study sheds light on the tensions and opportunities in transforming educational content and delivery. The research draws on qualitative data from case studies, policy documents, and academic literature to assess the readiness of African institutions to embrace a decolonized framework. Emphasis is placed on the significance of language as a vehicle of cultural identity and the crucial role of community knowledge holders in shaping curricula. Furthermore, the study considers how early childhood, primary, and higher education systems can benefit from inclusive and pluralistic approaches that validate African worldviews. The findings illustrate that while there are ongoing challenges, such as institutional resistance and resource limitations, there are also promising initiatives that reflect a commitment to epistemic justice. Ultimately, this paper proposes a strategic, context-sensitive approach to decolonizing education that acknowledges historical injustices while laying the foundation for a more equitable and empowering learning environment across the continent. Key Words:Decolonization, African education, Curriculum reform, Language policy, Indigenous knowledge systems, Epistemic justice, Educational transformation, Postcolonial studies