Decolonizing the South African Higher Education Curriculum

An Afrocentric Theoretical Framework

Abstract

The persistent epistemic hegemony of Western knowledge systems within South African higher education constitutes a significant research problem, undermining the transformative agenda of the post-apartheid era. This theoretical article posits that meaningful decolonization necessitates a fundamental shift from Eurocentric paradigms to an Afrocentric epistemological grounding. The objective is to articulate a coherent Afrocentric theoretical framework to guide curriculum transformation. Employing a conceptual analysis methodology, this paper critically engages with foundational Afrocentric scholarship, particularly the works of Asante and wa Thiong’o, to deconstruct the ontological and axiological foundations of the dominant curriculum. The central argument is that decolonization transcends the mere inclusion of African content; it requires a re-centering of African ways of knowing, being, and valuing as the primary lens for knowledge production and dissemination. The proposed framework is built upon four interconnected pillars: epistemic pluralism, which validates indigenous knowledge systems; cultural agency, which restores African voices as subjects of history; relational ontology, which emphasizes interconnectedness and community; and critical consciousness, which fosters a transformative praxis. The significance of this framework lies in its potential to provide a structured, philosophically robust alternative for curriculum designers and educators, moving beyond ad-hoc reforms. It implies a radical re-imagination of the university’s role in fostering a truly African intellectual identity, thereby contributing to the cognitive justice and social emancipation central to the Pan-African project.