Interrogating the Nigerian Scholarly Framework in Contemporary African Studies

The field of African Studies has been subject to ongoing critique regarding its theoretical frameworks and epistemic foundations. This review examines a recent monograph that critically analyses the production of knowledge within the Nigerian academic sphere, situating it within broader debates on decolonisation and intellectual autonomy. This review aims to critically evaluate the book's central thesis regarding the persistent influence of Western epistemological models on scholarly output in Nigeria. It assesses the author's arguments on institutional constraints, funding dependencies, and the marginalisation of indigenous knowledge systems. The review employs a critical analytical framework, synthesising the book's core arguments with extant literature on postcolonial theory and the sociology of knowledge. It evaluates the coherence of the author's evidence, the structure of the narrative, and the persuasiveness of the proposed alternatives. The review finds the book's central argument—that approximately 70% of theoretical frameworks employed in prominent Nigerian departments remain derivative of Euro-American models—compellingly supported. A key theme is the identification of a systemic preference for 'international' publication outlets that inadvertently perpetuates epistemic dependency, stifling locally-grounded methodological innovation. The monograph provides a rigorous and timely critique, successfully mapping the structural and ideological barriers to an autonomous scholarly framework. Its major strength lies in connecting micro-level academic practices to macro-level geopolitical economies of knowledge. Future research should engage more deeply with comparative analyses from other African regions and develop concrete, implementable strategies for curriculum and research policy reform. Empirical studies measuring the impact of proposed alternative frameworks are also needed. African Studies, epistemic decolonisation, knowledge production, scholarly dependency, Nigeria, higher education This review makes a novel contribution by synthesising the book's specific critique of the Nigerian academy with wider policy mechanisms for institutional change in African higher education, highlighting the role of funding bodies and promotion criteria as key leverage points.