The path to decoloniality: A proposal for educational system transformation


  • Rachel Basani Mabasa-Manganyi University of Limpopo
  • Mohammed Ntshangase University of Limpopo



Decolonisation, Afrocentricism, Africanisation, Educational system, Decoloniality


It was observed that in all circles of discussion, Africans talk about decolonisation and turning away from systems that favour the West in disfavour of Africans. Thinkers like Molefi K. Asante, Chukwunyere, and others have approached this matter of decolonisation at an angle of Afrocentrism. They intend to present African views from an undiluted African perspective. However, within that struggle, it is quite noticeable that the African basic education system has not done sufficient work to decolonise the presentation of African thoughts. There is a noticeable overrating of foreign languages like English and Afrikaans in terms of subjects or modules taught in South African schools and tertiary institutions. As it is, Sciences national papers are delivered to schools written in two languages, which are not aboriginal in Africa, i.e. English and Afrikaans, regardless of the province where they are delivered to. Within that backdrop, it becomes questionable whether African language practitioners are incapable of producing tools to Africanize the language of learning or the colonial languages refuse to forsake the African educational system. This conceptual study is set forth to explore decoloniality in the education sector and argue for the use of African languages as a mode of instruction in learning and promoting them to be at the same level of honour as those overvalued western languages. In this study, analytic critical theory is used to apply criticality and rationality, which guided the researchers to be more inclined towards reason than emotionality over this dire issue.


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How to Cite

Mabasa-Manganyi, R. B., & Ntshangase, M. . (2021). The path to decoloniality: A proposal for educational system transformation. Interdisciplinary Journal of Education Research, 3(1), 56-65.