African Indigenous education in the postcolonial period: A critical reflection

Abstract

This article examines African indigenous education in the pre-colonial period, focusing on its key elements, characteristics, and educational significance within the broader context of the decolonial education discourse. By delving into primary forms and practices of indigenous African education, we aim to shed light on how these systems contribute to understanding the educational landscape and the challenges faced in the wake of colonialism. Additionally, we explore the transformative role played by indigenous education in Africa in addressing the hegemonic influence of western education during the post-colonial era. Drawing on existing literature and critical analysis, we critically reflect on the nature of a decolonial turn in African indigenous education. Through this examination, we aim to contribute to the ongoing discourse on decolonizing education and provide insights into the potential benefits of embracing indigenous knowledge systems in contemporary African societies by recognizing the importance of valuing diverse knowledge systems in fostering inclusive and relevant educational practices.