Reclaiming epistemologies of woundedness: Pain and the politics of knowledge in African higher education
DOI:
https://doi.org/10.38140/ijrcs-2024.vol7.1.04Keywords:
Decolonisation, epistemic wounds, Indigenous knowledge, social justiceAbstract
This paper argues that epistemologies of woundedness are essential for transforming knowledge systems historically shaped by Eurocentric and exclusionary frameworks. It explores how wounded epistemologies disrupt traditional knowledge paradigms by centring the lived experiences of communities impacted by colonialism, systemic racism, and historical violence. In postcolonial societies, such as those in Africa, where the legacies of colonialism persist, epistemic healing becomes crucial in reclaiming Indigenous ways of knowing and addressing the psychological and cultural wounds inflicted by these histories. This paper advocates for actively decolonising education systems, curricula, and research practices to restore dignity to marginalised epistemologies and create inclusive spaces for diverse perspectives. Examining the implications for education, social justice, and knowledge production, the paper highlights the need for curricula that recognise Indigenous and African philosophies, dismantling colonial structures within academic institutions, and research practices that amplify voices traditionally excluded from scholarly discourse. Ultimately, the paper calls for a comprehensive rethinking of African knowledge validation processes to foster a more just, democratic, and inclusive intellectual landscape.
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