Abstract:
Decolonizing formal education involves accepting
indigenous and alternative ways of envisioning the world
around us. For academics, it would entail accepting
indigenous perspectives, ways of knowing and wisdom, and
encouraging efforts by staff and students alike to reclaim
indigenous knowledge as well as philosophies of teaching
and learning that encompass the multiple experiences of
a people. In higher education, such shift is important not
only for pedagogic reasons, but also as an important part
for example in African studies. On a positive note, recent
developments have seen a paradigm shift and ‘detachment’ from the concept of pure formal education. Agitation for recognition of the indigenous
concepts, ideas and innovations in enhancing and tackling challenges affecting humanity,
whether from developing or developed countries, is like a stone rolling downhill with minimal
barriers that must reach its destination.
To begin a conversation geared towards drawing a roadmap for decolonizing African
education, the 1st Annual International Conference on Decolonizing Education sought to
examine knowledge production and resistance to colonial and post-colonial domination.
Together, scholars, researchers, practitioners, elders, community leaders, community/digital/
media activists and artists, and educators engaged in a dialogue on (re)claiming and use of
indigenous pedagogies as tools for response to colonial fragmentations.
The three-day event prevailed upon participants to strengthen and build more confidence
in indigenous knowledge, ideologies, philosophies, mechanisms and customs for continued
eradication of colonial mindsets. It indeed endeavored to address human, political orientation,
the triggers and factors that sustain the belief that indigenous knowledge, customs and beliefs
are of less importance in shaping our destiny and that of the globe.
