ABSTRACT
This chapter underscores the urgency of critical reflections towards the decolonization of educational curricula in Uganda and Congo. Departing from highlighting the sociopolitical contexts and the colonial impact on the education systems in both countries, the chapter utilizes theories in critical literacy to point out absences and insufficiencies regarding critical self-consciousness. It invites scholars in and from both countries—as well as other ex-colonies—to stimulate emancipatory critical literacy among young and adult learners as a means of filling these gaps. Thereby, such countries can draw on their own ways of knowing, doing, and being to equitably influence endogenous and global development processes. The chapter makes recommendations, including the creation of an African critical literacies scholars’ network to coordinate studies and efforts in this regard.
