Towards a Decolonial Higher Education: Praxis and Theoretical Foundations

Abstract

This paper critically examined the praxis of decoloniality in higher education through theoretical and practical lenses, emphasising the need for an epistemic shift from colonial oppressive knowledge systems to indigenous frameworks. Grounded in critical race theory, the study explored historical and contemporary dimensions of coloniality and its persistent influence on education, knowledge production, and institutional structures in Africa. It interrogated the impact of colonial power dynamics on curriculum design, language policies, and institutional leadership, highlighting barriers to decoloniality such as Eurocentric curricula, linguistic hegemony, epistemic injustice, and structural inequalities. Furthermore, it advances a conceptual framework for decoloniality in higher education, incorporating race, narrative storytelling, critique of liberalism, commitment to social justice, interdisciplinarity, and leadership. It argued that sustainable decoloniality necessitates a restructuring of academic disciplines, integration of indigenous knowledge systems, and inclusive leadership committed to transformative change. The paper further advocates for policy shifts that support equitable access to education. By proposing actionable strategies for institutional transformation, this study contributes to ongoing scholarly and activist discourses on decolonial education, emphasising the urgency of dismantling colonial oppressive legacies and fostering a higher education system that is responsive to African contexts.