The position that I defend and argue for in this paper is that we ought to or are obligated to Africanise the philosophy curriculum in universities in Africa. This obligation is grounded on the overarching consideration not to wrong Africans by committing testimonial and hermeneutical injustices against them, and where committing these forms of epistemic injustice prevents us from enhancing the autonomy of Africans and maximising or promoting utility. I take the issues that I discuss and the argument that I (...) provide for this position to be important, particularly in our times. This is so in the context of present and broader debates and discussions, not just in respect of decolonisation in education, and the Africanisation of institutional cultures and practices in schools or tertiary institutions, but also regarding curriculum transformation and development, in general, and diversification of the philosophy curriculum, in particular. (shrink)

Calls to decolonise the university and revise what we research and teach is a challenge that ought to be taken up by those working in African philosophy and philosophy in Africa, more generally. Often, the thought is that such decolonisation will involve a complete subversion, destruction or deconstruction of colonial attitudes, processes and concepts. A more moderate proposal for decolonisation of philosophy can be found, however, which is Kwasi Wiredu’s project of conceptual decolonisation. In this paper, I defend the project (...) from two categories of objection, what I call the decolonisation and methodology objections. I argue that the objections are misdirected and unfair because they fail to recognise the theoretical backing of Wiredu’s wider work. The critical reflection central to Wiredu’s project of conceptual decolonisation can be a genuinely helpful and viable route to take when tackling the challenges of decolonising philosophy. (shrink)

The liberation of Africa and its peoples from centuries of racially discriminatory colonial rule and domination has far-reaching implications for educational thought and practice. The transformation of educational discourse in Africa requires a philosophical framework that respects diversity, acknowledges lived experience and challenges the hegemony of Western forms of universal knowledge. In this article I reflect critically on whether African philosophy, as a system of African knowledge(s), can provide a useful philosophical framework for the construction of empowering knowledge that will (...) enable communities in Africa to participate in their own educational development. (shrink)

The aim of the article is to report on research findings that could contribute to the development of decolonised academic material. Africanisation of curricula implies that education and training as well as praxis be informed by the reality of the South African context, the viewpoints of the people of South Africa and their descriptions of what is needed to build a just society. This is relevant to a variety of service professions. This article was presented from a trans-disciplinary framework, and (...) the term ‘professional carers’, including the social service and theology professions, was used. The discussion explored how academia can approach the development of curricula that will inform praxis and which is relevant to the African context. The terms ‘Africanisation’, ‘decolonisation’ and ‘contextualisation’ were linked, whereafter a developmental approach to the development of the content and presentation of academic material was proposed. The article is concluded with recommended strategic options for the development of Africanised curricula. (shrink)