Navigating Epistemic Sovereignty: A Policy Framework for African Studies in Guinea, 2021–2026

The field of African Studies, particularly when conducted within Africa, faces persistent challenges related to epistemic sovereignty—the right and capacity of African scholars to define and produce knowledge about their own societies. In Guinea, these challenges are compounded by institutional fragmentation and a reliance on external theoretical frameworks that often marginalise local epistemologies. This policy analysis article aims to critically assess the state of African Studies in Guinea and to propose a coherent national policy framework. Its objectives are to identify systemic barriers to epistemic sovereignty and to outline actionable strategies for strengthening the field's institutional and intellectual autonomy. The analysis employs a qualitative document review of existing higher education and research policies, coupled with a thematic analysis of interviews and focus group discussions with key stakeholders, including academics, policymakers, and civil society representatives. The analysis identifies a critical lack of coordinated national strategy, with over 70% of research agendas being directly influenced by external funding priorities. A dominant theme was the systemic undervaluation of indigenous knowledge systems within formal academic structures, which constrains the development of locally-grounded research. Achieving epistemic sovereignty in Guinean African Studies requires a fundamental reorientation of policy to centre endogenous knowledge production. Without such a shift, the field will continue to replicate external paradigms, limiting its relevance and transformative potential for local development. Establish a national council for African Studies to coordinate research and curriculum development. Mandate the integration of indigenous epistemologies into core curricula. Create a dedicated public funding stream to support research agendas defined by national priorities. epistemic sovereignty, African Studies, knowledge production, higher education policy, Guinea, decolonisation This article provides the first comprehensive policy framework designed specifically to advance epistemic sovereignty in Guinean African Studies, introducing a novel mechanism for aligning national research funding with indigenous knowledge priorities.