Interrogating Epistemological Frameworks: A National Survey of Tanzanian African Studies, 2021–2026

African Studies as a discipline faces ongoing debates regarding its theoretical foundations, methodological approaches, and relevance to contemporary societal challenges. Within the national academic context, there is a recognised need to systematically assess the state of the field, its dominant paradigms, and its engagement with local knowledge systems. This study aimed to conduct a comprehensive national survey to map the epistemological orientations, research priorities, and perceived challenges within the field of African Studies. Its objectives were to identify dominant theoretical frameworks, evaluate the integration of indigenous knowledge, and analyse institutional support structures. A cross-sectional survey was administered to a stratified random sample of academic staff, researchers, and postgraduate students affiliated with relevant departments in public and private universities. The questionnaire utilised both Likert-scale items and open-ended questions, with data analysed using descriptive and inferential statistics alongside thematic analysis for qualitative responses. A significant proportion of respondents (over 60%) reported that postcolonial theory remains the most influential epistemological framework. However, a prominent theme emerging from qualitative data was a strong critique of the perceived marginalisation of endogenous African philosophical systems within mainstream curricula and research agendas. The field is characterised by a tension between established, externally-derived theoretical paradigms and a growing impetus for epistemic pluralism centred on local ontologies. This dynamic presents both a challenge and an opportunity for redefining the discipline's intellectual trajectory. Curriculum reviews should intentionally incorporate endogenous knowledge frameworks. Funding bodies should prioritise research programmes that develop methodologies rooted in local epistemologies. Academic institutions should foster interdisciplinary dialogues to bridge theoretical divides. epistemology, African Studies, survey, decolonisation, indigenous knowledge, higher education This paper provides the first nationally representative dataset mapping the epistemological contours of African Studies, offering an evidence-based analysis of the push for epistemic pluralism within the discipline.