ABSTRACT
Universities have tended to filter their understanding of deafness through a pathological model that views deafness as a disability in need of remediation. This approach of viewing deafness as a communication disability in a largely hearing world is colonial as it attempts to assimilate them into a dominant hearing culture. It is the antithesis of the United Nations Sustainable Development Goal 4 with its thrust of celebrating diversity and providing quality, inclusive education for all, including those who are deaf. African universities, with their background of protest and struggle against colonialism, would be better placed to have curricula that recognise and celebrate diversity. This chapter analyses how African university curricula remain in colonial mode with regard to learners who ought to be considered as culturally Deaf rather than disabled. The chapter discusses the philosophy and practices that colonise education for this group of learners. It also examines principles, strategies and practices that can be used to reverse and decolonise university education in Africa.
