Afrocentric Feminism in the Classroom

A Transformative Pedagogy for Gender Studies in Egyptian Higher Education

Abstract

This original research article addresses the deficit of culturally resonant pedagogical frameworks within gender studies programs in Egyptian higher education. The central problem is the frequent reliance on Western feminist paradigms, which often fail to account for the unique socio-cultural realities and historical legacies of African women, including those in Egypt. Consequently, this study investigates the potential role of Afrocentric feminist pedagogies as a transformative alternative. Employing a qualitative case study methodology, the research was conducted within two gender studies courses at a major public university in Cairo. Data collection involved in-depth interviews with faculty and students, classroom observations, and thematic analysis of course syllabi over one academic year. The findings reveal that integrating an Afrocentric feminist approach—centering African epistemologies, historicity, and the lived experiences of women of the continent—fostered a more engaged and critical learning environment. Students demonstrated a heightened ability to deconstruct patriarchal structures within their local context while simultaneously challenging universalist Western feminist assumptions. The study argues that this pedagogical shift is not merely additive but fundamentally transformative, enabling a decolonial re-imagining of gender education. The significance of this research lies in its contribution to developing authentically African educational tools that empower students to articulate a feminism rooted in their own cultural and continental heritage, with profound implications for curriculum development and pedagogical practice across the African academic landscape.