Unmasking the Western canon: decolonization of the curriculum as an epistemological balance of knowledge systems

Abstract

The debate on the decolonisation of education interrogates the complex dynamics between power, knowledge and pedagogy. Prevailing discussions highlight the dominance of Eurocentric perspectives on knowledge and truth, which perpetuate dehumanising discourses, prompting advocacy for either a decolonised, Africa-centred curriculum or an inclusive approach that integrates the Western canon. This paper critically examines the notion that a decolonised curriculum should merge European knowledge–stripped of its dehumanising elements–with African perspectives. It argues that Western knowledge, when cleansed of its oppressive aspects, can contribute valuable insights that, when integrated with African and global knowledge systems, foster a balanced epistemic environment. The central inquiry guiding this paper is: How can we conceptualise an Africa-centred curriculum that transcends Eurocentric dominance while retaining valuable global insights? Drawing on Mahmood Mamdani’s perspective, the paper suggests a nuanced approach to historical legacies, advocating for the retention of relevant elements and the rejection of those that are outdated or harmful.