These blog posts have been written as part of the Africa Knows! conference, by speakers and other participants. You can still contribute; if you would like to do so, please contact David Ehrhardt (d.w.l.ehrhardt(at)


Colonial mentality: Decolonising thoughts on African indigenous languages and scientific education

Colonial mentality: Decolonising thoughts on African indigenous languages and scientific education Sundry neo-colonial narratives continue to manifest the old imperialist/colonial process of appropriating of positive values for things Western and ascribing negative values to things non-Western. A key example of the latter is the notion that indigenous African languages may

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Table ronde à la Faculté des Sciences de Rabat : Equipe pédagogique de la Licence GéoVETM avec les représentants du secteur socio-économique

Les innovations pédagogiques : un levier incontournable pour l’efficience de la formation et la préservation des missions des facultés des Sciences

A partir des années 80, face à la croissance démographique et aux mutations et crises économiques, l’employabilité s’est imposée en tant qu’enjeu majeur du système d’enseignement supérieur. Ainsi l’université a été mise à l’index, en effet, la responsabilité a été essentiellement imputée aux facultés considérées comme des usines à chômeurs.

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Démarche qualité à l’Université Mohammed V Rabat (Maroc) : Exemple de l’autoévaluation institutionnelle de la Faculté des Sciences

Le principe de l’évaluation du système d’enseignement supérieur a été institué au Maroc par la loi n° 01.00 et l’Université Mohammed V de Rabat (UM5) a été la première université marocaine à s’être engagée dans un processus d’évaluation institutionnelle, inspirée du référentiel international (Processus de Bologne). En effet, elle a

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Sani Umar on decolonisation, Nigerian academia, and alternative epistemologies

Nigerian academia has undergone tremendous transformations since the country’s independence in 1960. Universities have mushroomed, education and research have privatised, student numbers have soared… All in the wake of the wreckage – or creative destruction – left behind by Structural Adjustment. What does ‘decolonisation of the academy’ mean in the

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Image by Clker-Free-Vector-Images from Pixabay

The Epistemic Revolution for Epistemic Freedom in Africa

We have not yet seen the revolution The colonial cognitive empire which invaded the mental universe of Africa cannot be reformed. It needs an epistemic revolution. The problem has been that throughout modern human history ‘reform’ initiatives have often been deliberately celebrated as ‘revolutions.’ The decolonization of the twentieth century,

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Building Sustainability into African Free Trade

Trading under African Continental Free Trade Area (AfCFTA) rules officially commenced on 1 January 2021. The AfCFTA agreement establishes the largest free trade area in the world and offers a glimmer of hope during this pandemic, opening up new prospects for long-term social and economic development on the African continent.

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Please throw ‘Western’ and ‘the West’ into the colonial dustbin

Please throw ‘Western’ and ‘the West’ into the colonial dustbin Texts aiming at decolonising academia and development thinking regularly use notions like ‘Western’ and ‘the West’, such as in speaking about ‘western education’, ‘western democracy’, or ‘western ideas of the state’. However, there can be a contradiction here between the

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Decolonizing the curriculum – is that all there is to it?

In his thought-provoking blog post, Prof Jonathan Jansen questioned the practical usefulness of the concept of ‘decolonizing education’, basically asking ‘where is the meat?’ He asks for a theory of change for bringing radical ideas into the curriculum and sees the movement as lacking in such a theory. But –

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COVID19’s “bright side” for young Senegalese students

Maimouna Leye Diakhate taught at ELC and now works at the Senegalese Ministry of Vocational Training. Mary Mariama Fall is a PhD candidate at the University of Ottawa and CEO/Founder of Etablissements Le Calame (ELC). COVID19’s toll worldwide will probably last decades and affect generations. Different countries and continents have

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Decolonising protest at the University of Cape Town, 2015 (source: Ntentema, Wikimedia Commons)

Why ‘decolonization’ has not been radical enough

I always felt slightly uncomfortable when decolonization made its unexpected appearance on South African university campuses in early 2015. Not the concept itself; who could argue with the observation of the lingering effects of colonial knowledge, ideas, and practices within higher education institutions today? No, my unease was not with

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Hope and Pray, Madina, Accra (June 2017, photo Birgit Meyer)

Studying Religion in and from Africa

Featured as the continent of religion par excellence, Africa is often situated in contrast to Europe, where religion – especially Christianity – is in decline. There certainly is some truth to such a view. Over and over again, when I touched ground again in Ghana in the course of my

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Dr Samia Chasi. Photo: Durban University of Technology, and iStock

Decolonisation – A chance to reimagine North-South partners

Decolonisation has become a buzzword in higher education. One of its common calls is to put a more human face to education. With this in mind, I reflect in this piece on decolonisation in relation to North-South partnerships, with consideration of my own life and work. In South Africa, decolonisation

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