From silos to synergy: Repositioning Africa’s decolonization project for continental impact

From silos to synergy: Repositioning Africa’s decolonization project for continental impact

Peter Merisi , Sindisiwe Cynthia Msani & Modupe Grace Aroge

Issue: Vol. 7 No. 9 2026 Article 3 pp. 1053- 1066
DOI : https://doi.org/10.38159/jelt.2026793 Published online 27th October 2026.

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ABSTRACT

The thought of decolonization has come back as a meaningful discussion in African education, yet it remains marked by conceptual uncertainty, ideological conflict, and irregular implementation across the continent. This position paper critically examines the historical and conceptual groundwork of decolonization in African education and evaluates existing strategies aimed at transforming educational systems. Drawing on a non-empirical qualitative approach, the study is based on a systematic desktop review of 68 secondary sources collected from major academic databases and policy repositories, including Scopus, Web of Science, ERIC, and African Journals Online. Data were analysed through thematic coding and critical policy analysis informed by decolonial theory. The findings point out that decolonization undertakings across Africa remain fragmented and are restricted by the continued control of colonial language(s), limited institutional support for indigenous knowledge systems, and the push through of classical liberal educational frameworks. The analysis additionally demonstrates that the absence of a systematic continental framework hinders development in curriculum renewal, language policy, and knowledge production. However, incoming projects in multilingual education, indigenous knowledge incorporation, and Pan-African teamwork provide opportunities for meaningful rebuilding. The paper’s uncommon contribution lies in recommending an all-encompassing deliberate framework that moves beyond isolated national and institutional moves towards an aligned Pan-African approach. It establishes that viable educational renewal requires stronger institutional teamwork, policy consistency, and a sustained commitment to epistemic justice, multilingualism, and institutional restructuring. The study adds to current discussions by offering a clear hope for moving forward with educational decolonization in Africa.

Keywords: African education, Colonial legacy, Curriculum reform, Educational policy, Decolonization.

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AUTHOR(S)

Dr. Peter Merisi is a Senior Lecturer and Head of the Division of Languages, Literacies and Literature in the Wits School of Education at the University of the Witwatersrand, South Africa. He holds a PhD in English Education from the University of KwaZulu-Natal. Before joining Wits in 2023, he had lectured at the University of KwaZulu-Natal and the Durban University of Technology, and served as a Postgraduate Research Advising Specialist and Academic Developer at the North-West University. His research interests include language and literacy education, academic literacy, teacher education, multilingualism, translanguaging, language policy, and assessment literacy. He is actively involved in postgraduate supervision, research capacity development, and scholarly publishing. He currently leads the Humanised AI-Mediated Assessment (HAAMAS) project, which explores inclusive, ethical, and human-centred approaches to assessment in teacher education.

Dr. Sindisiwe Msani holds a comprehensive academic background from the University of KwaZulu-Natal, where she earned a Bachelor of Education, followed by a B.Ed. Honours with a primary focus on isiZulu. She further advanced her expertise by obtaining a Master of Education in Language and Arts, also specializing in isiZulu. Notably, Dr Msani achieved a significant milestone at the University of the Witwatersrand (WSOE) as the first doctoral candidate to submit a PhD dissertation composed entirely in isiZulu. Transitioning from a decade of experience in primary and secondary education (2010–2018), she has served as a lecturer across both public and private higher education sectors since late 2018. Currently, she is a faculty member at the Wits School of Education, where she facilitates isiZulu at both First Additional Language (FAL) and Home Language levels. Dr. Msani is a dedicated advocate for the advancement of African languages in academia. Her research portfolio is centered on the following key areas:

Linguistic Frameworks: Code-switching, multilingualism, and multiculturalism.

Pedagogy & Practice: IsiZulu instructional methodologies and assessment strategies.

Institutional Reform: Language policy development and implementation.

Dr. Modupe Grace Aroge is an accomplished academic and researcher specializing in language, education, and discourse analysis. She earned her PhD from Obafemi Awolowo University in 2019 and subsequently served as a Postdoctoral Fellow at the University of the Witwatersrand, Johannesburg. She is currently a Lecturer at Olusegun Agagu University of Science and Technology (OAUSTECH), Okitipupa, Ondo State, Nigeria. Recognized for her expertise in Discourse Analysis, Multimodal Discourse, Multilingual Literacy, Conversation Analysis, and English Language Classroom Interaction, Dr. Aroge has a robust portfolio of publications in high-impact local and international journals. Through her research and academic affiliations, she is committed to advancing critical discourse and fostering intellectual and community engagement.

TO CITE ARTICLE

Merisi, Peter, Sindisiwe Cynthia Msani, and Modupe Grace Aroge. “From silos to synergy: Repositioning Africa’s decolonization project for continental impact.” Journal of Education and Learning Technology 7, no.9 (2026): 1053 – 1066. https://doi.org/10.38159/jelt.2026793