Reimagining Education in Benin

A Systematic Review of African-Centered Pedagogical Frameworks

Abstract

The current educational landscape in Benin, heavily influenced by colonial legacies, often fails to reflect the nation’s rich cultural and epistemological heritage. This systematic literature review interrogates this disconnect by examining the potential of African-centered pedagogical frameworks to reimagine and transform education in Benin. Adhering to the PRISMA guidelines, the review systematically identified and analyzed 38 peer-reviewed articles and books published between 2000 and 2023. The findings reveal a growing body of scholarship advocating for the integration of indigenous knowledge systems, languages, and historiography into the curriculum. Key arguments center on pedagogies of belonging, which foster positive identity formation, and critical emancipatory approaches that challenge Eurocentric canons. The analysis demonstrates that African-centered frameworks, such as Ubuntu and culturally relevant pedagogy adapted to the Beninese context, promote deeper learner engagement and critical consciousness. This review concludes that a systematic decolonization of education in Benin is imperative for achieving authentic educational relevance and empowerment. The significance of this work lies in its synthesis of a coherent path forward for policymakers and curriculum developers, arguing that centering African epistemes is not a regressive step but a vital foundation for building a truly transformative and self-sustaining educational system for future generations.