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 3|18 pages

Rethinking linguistics at Nelson Mandela University

Emerging decolonial insights

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

chapter 7|19 pages

Linguistic coexistence and controversy in Algerian higher education

From colonialisation via the Arabisation movement to the adoption of hybridity

chapter 8|18 pages

Class and literature

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

chapter 9|16 pages

“Borrowed” languages in Africa

A reflection on the reader–writer imaginary

chapter 11|17 pages

Decolonisation of knowledge on land governance

An ethnographical experience from West Africa