Philosophical Perspectives of Cultural Imperialism, Hegemony, and Knowledge Colonization in the African University

Abstract

This conceptual article examines the fact that African universities have disentangled themselves from the direct legacies of colonialism, yet they continue to be entangled in cultural imperialism, epistemic hegemony, and knowledge colonization. Due to these forces, Western epistemologies dominate and pressure indigenous African epistemologies onto the periphery, thereby strengthening intellectual dependency on the Global North. The conceptual argument is made that cultural imperialism manifests itself in African higher education, driving what hegemony determines as valid knowledge, and forming ways in which knowledge colonization limits epistemic diversity. Drawing on the philosophical and theoretical perspectives of scholars such as Antonio Gramsci, Frantz Fanon, Ng?g? wa Thiong'o, and Boaventura de Sousa Santos, the study employs systematic documentary analysis of 42 sources comprising peer-reviewed articles, books, and any other documents published between 2010 and 2025. It critically assesses how African universities may resist such epistemic injustices by reclaiming indigenous knowledge, liberating curricula, and asserting epistemic sovereignty. It also advances illustrative case studies from South Africa, Nigeria, and Kenya, of the persistence of colonial academic structures and nascent efforts to decolonize African higher education. The study acknowledges limitations in scope and recommends that future empirical research examine specific decolonization outcomes and institutional transformation processes. In sum, the paper gives specific suggestions for achieving epistemic freedom and inculcating a more welcoming and fairer scholastic climate in African universities.

https://doi.org/10.26803/ijlter.24.9.28