HED4804
ASSIGNMENT 3 2025
UNIQUE NO.
DUE DATE: 2025
, Philosophy in Education
Title: Decolonisation and Africanisation in Education: A Social Justice
Perspective
Introduction
Decolonisation and Africanisation are essential imperatives in the transformation of
education systems in post-colonial societies. Rooted in the struggle against the
epistemic dominance of Western knowledge systems, these processes aim to centre
African worldviews, knowledge traditions, and values in curricula, pedagogy, and
educational institutions. In South Africa, where the legacy of apartheid education still
lingers, the need to advance social justice in education intersects deeply with the project
of decolonisation. Social justice education seeks to address structural inequalities and
marginalisation by promoting equity, inclusion, and human dignity. This essay critically
explores how decolonisation and Africanisation relate to social justice education,
drawing on Afrocentric philosophies and contemporary South African education
debates. It also evaluates the historical trajectory of teacher education in South Africa
and considers the progress made towards embedding Afrocentric perspectives in
philosophy of education.
Decolonisation and Africanisation in Education
Decolonisation in education refers to the dismantling of colonial power structures and
ideologies embedded in curricula, pedagogies, and institutional cultures (Le Grange,
2016). It demands the validation of indigenous knowledge systems and challenges the
hegemonic position of Eurocentric epistemologies. Africanisation, closely linked but not
identical, emphasises the centrality of African values, experiences, languages, and
philosophies in shaping education (Ramose, 2004). While decolonisation calls for
removing colonial remnants, Africanisation actively promotes African-centered content
and ways of knowing.
Both concepts emerged in response to colonial education’s function as a tool for
subjugation. Colonial systems portrayed African cultures as inferior, excluded
ASSIGNMENT 3 2025
UNIQUE NO.
DUE DATE: 2025
, Philosophy in Education
Title: Decolonisation and Africanisation in Education: A Social Justice
Perspective
Introduction
Decolonisation and Africanisation are essential imperatives in the transformation of
education systems in post-colonial societies. Rooted in the struggle against the
epistemic dominance of Western knowledge systems, these processes aim to centre
African worldviews, knowledge traditions, and values in curricula, pedagogy, and
educational institutions. In South Africa, where the legacy of apartheid education still
lingers, the need to advance social justice in education intersects deeply with the project
of decolonisation. Social justice education seeks to address structural inequalities and
marginalisation by promoting equity, inclusion, and human dignity. This essay critically
explores how decolonisation and Africanisation relate to social justice education,
drawing on Afrocentric philosophies and contemporary South African education
debates. It also evaluates the historical trajectory of teacher education in South Africa
and considers the progress made towards embedding Afrocentric perspectives in
philosophy of education.
Decolonisation and Africanisation in Education
Decolonisation in education refers to the dismantling of colonial power structures and
ideologies embedded in curricula, pedagogies, and institutional cultures (Le Grange,
2016). It demands the validation of indigenous knowledge systems and challenges the
hegemonic position of Eurocentric epistemologies. Africanisation, closely linked but not
identical, emphasises the centrality of African values, experiences, languages, and
philosophies in shaping education (Ramose, 2004). While decolonisation calls for
removing colonial remnants, Africanisation actively promotes African-centered content
and ways of knowing.
Both concepts emerged in response to colonial education’s function as a tool for
subjugation. Colonial systems portrayed African cultures as inferior, excluded
