African education systems continue to reflect Eurocentric epistemologies despite persistent calls for decolonisation. Robert Mangaliso Sobukwe's humanist and educational philosophies offer a powerful yet under-recognised framework for rethinking African knowledge systems. This paper analyses two key archival texts: Sobukwe's inaugural address at the Africanist Inaugural Convention, in which he articulates his position on race and the political and social responsibilities of Africans, and his speech delivered on behalf of the graduating class at Fort Hare College's “Completers' Social” in 1949, where he defined the purpose and meaning of education for Africa. These texts were selected because they explicitly connect African identity, moral responsibility, and knowledge production with the project of education. Drawing on these writings, Sobukwe's decolonisation is defined as the dismantling of colonial and apartheid structures that impose epistemic, social, and political subordination on Africans, while his humanism emphasizes the unity of humanity, the affirmation of dignity, and ethical responsibility in the pursuit of knowledge. Using critical content analysis, the study situates Sobukwe within the broader lineage of African decolonial thinkers and examines the implications of his ideas for curriculum, pedagogy, and epistemic practices. Sobukwe conceptualizes education as a liberatory and socially responsible endeavor, advocating intellectual autonomy, moral leadership, Pan-African solidarity, and curricula grounded in African realities. Understanding Sobukwe as an early decolonial theorist underscores the relevance of his humanism for transforming South African and African education systems, enabling curricula that are genuinely decolonized, human-centered, and responsive to the continent's historical, cultural, and social contexts.
Mphasha M.H. Pitso (Wed,) studied this question.