An Afrocentric Theoretical Framework for Education in South Sudan

Abstract

This theoretical article confronts the persistent crisis in South Sudan's education system, arguing that its fundamental flaw is the entrenched legacy of Eurocentric curricula and pedagogical models. These imported frameworks, remnants of colonial and post-conflict interventions, systematically marginalize indigenous South Sudanese knowledge systems, languages, and cultural values, fostering alienation and undermining educational relevance. The objective is to propose a transformative Afrocentric theoretical framework tailored specifically for the South Sudanese context. The methodology involves a critical conceptual analysis of existing educational models, synthesizing core tenets of Afrocentricity—such as agency, cultural location, and centering the African experience—with South Sudan's diverse epistemic traditions. The article argues for a re-centered education system where pedagogy and curriculum are rooted in local histories, oral traditions, and communal ethics. Key findings posit that such a framework would facilitate epistemic liberation, making education a meaningful tool for cultural affirmation, social cohesion, and sustainable national development. The significance of this work lies in its contribution to decolonizing education in South Sudan by providing a culturally-grounded theoretical lens. It implies a necessary paradigm shift for policymakers and curriculum developers, advocating for educational practices that empower learners by connecting scholarly pursuit to their authentic African realities and aspirations.