This book discusses the status and importance of decolonisation and indigenous knowledge in academic research, teaching, and learning programmes and beyond.

Taking practical lessons from a range of institutions in Africa, the book argues that that local and global sciences are culturally equal and capable of synergistic complementarity and then integrates the concept of hybrid science into discourses on decolonisation. The chapters argue for a cross-cultural dialogue between different epistemic traditions and the accommodation 'Indigenous' knowledge systems in higher education. Bringing together critical scholars, teaching and administrating academics from different disciplines, the chapters provide alternative conceptual outlooks and practical case-based perspectives towards decolonised study environments.

This book will be of interest to researchers of decolonisation, postcolonial studies, higher education studies, political studies, African studies, and philosophy.

chapter |16 pages


ByIrina Turner, Abraham Brahima, Emnet Tadesse Woldegiorgis

chapter 1|19 pages

The emergence of decolonisation debates in African higher education

A historical perspective
ByEmnet T. Woldegiorgis

chapter 2|24 pages

An integrated approach towards decolonising higher education

A perspective from anthropology
ByVanessa Wijngaarden, Grace Ese-Osa Idahosa

chapter 3|18 pages

Rethinking linguistics at Nelson Mandela University

Emerging decolonial insights
ByJacqueline Lück

chapter 4|22 pages

What is the point of studying Africa in Europe?

A micro-ethnographic study of decolonising African studies through international postgraduates in Germany
ByIrina Turner

chapter 6|22 pages

Conceptual decolonisation, endogenous knowledge, and translation

ByAbraham Brahima

chapter 7|19 pages

Linguistic coexistence and controversy in Algerian higher education

From colonialisation via the Arabisation movement to the adoption of hybridity
ByAbbes Sebihi, Leonie Schoelen

chapter 8|18 pages

Class and literature

Cross-cutting theorisations and practices of Ngũgĩ wa thiong'o and Mao Zedong in education
ByMingqing Yuan

chapter 9|16 pages

“Borrowed” languages in Africa

A reflection on the reader–writer imaginary
ByTsevi Dodounou, Billian K. Otundo

chapter 11|17 pages

Decolonisation of knowledge on land governance

An ethnographical experience from West Africa
ByLamine Doumbia

chapter |11 pages

Epilogue: A long way towards a decolonial future in African higher education

ByAbraham Brahima, Irina Turner, Emnet T. Woldegiorgis