The discourse of decolonisation, though littered with unresolved contestation in the university as an institution of higher learning, has often been blamed on the impact of neoliberal globalisation philosophy. The volume focuses on unfinished project of decolonisation, with an aim on African knowledge and the historical question of canonicity by keeping the emancipative dialogue alive. The authors place great scrutiny on the quality of curriculum offered in universities arguing that a sound relevant curriculum, original to the continent, can save Africa's citizenry from challenges bedevilling socio-economic development.
This book proposes a disruption and potential end to western hegemonic epistemologies that manifest the neoliberal geopolitical terrain in the form of cultural imperialism, epistemicide, and linguicide through a decolonial approach to the curriculum in African universities. It interrogates and challenges the neo-colonial entanglement in regional higher education policy processes coupled with the excessive dependence of regional stakeholders on western external actors for higher education policy and envisages a decolonial alternative future for the regionalisation of higher education in Africa. To this end, the book brings in a more philosophical and practical hermeneutic of knowledge production and dissemination that unyokes post-independence African universities from the bondage of erstwhile colonisers.
