Abstract

This conclusion revisits the call for decolonizing ways of knowledge production especially in regard to African continent’s curriculum content. The conclusion reminds the reader that educational systems globally are primarily based on diverse colonial models, with a small fraction of the Africans making inputs at the theorization level that eventually forms the developmental outcomes and models. However, the relatively minor faction of Africans who contribute to knowledge generation often have their inputs and views predominantly mediated by the western paradigms and models consistent with the knowledge centers in the northern hemisphere where many African thinkers have been trained and educated. We conclude by reminding our readers that “Failure to embrace the decolonization knowledge may lead to Africans feeling that their liberation is inchoate and their efforts to shed the rather western domination as futile. Calls for decolonization can be equated to searching for an African identity that significantly correlates to the hegemony of the west” (Wane & Chacha, p. 324).