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September 10, 2025Journal of Education and Practice

The Politics of Knowledge: Power, Epistemic Coloniality, and Publication Dynamics in African Higher Education

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Authors

WWWilly WaningaRKRachael KuuenzaCWCornel Wekoye

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Overview

Meta-analysis reveals systemic biases in academic publishing, indicating need for inclusive knowledge ecosystems.

Key Points

  • Persistent colonial legacies underpin epistemic structures in African higher education, impacting knowledge production and access.
  • The analysis identifies systemic biases in global academic publishing that marginalize African scholarship and epistemologies.
  • A meta-analysis of literature from 2016 to 2025 reveals methodological frameworks that privilege Eurocentric paradigms over indigenous approaches.
  • The findings emphasize the need for institutional reforms to support decolonization and enhance intellectual sovereignty in Africa.

Cite This Study

Waninga et al. (2025) studied this question.

synapsesocial.com/papers/68c23fc3b210217d64797d6ahttps://doi.org/10.47941/jep.3073
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1The Continuing Colonization of Higher Education in Africa: Interrogating the Modes and Channels at an African Premier University2025
  2. 2Beyond decoloniality of educational policy and planning: A review of the transcendental political economy of African higher education in the 21st knowledge-based societies2025
  3. 3Decolonizing education in Africa: Curriculum reform, language policy, and indigenous knowledge systems2025 · 2 citations
  4. 4Introduction to De-centre2025
  5. 5Decolonizing inclusive education: Potential contributions of participatory research, postcolonial thinking and Ubuntu worldview2025