Unpacking eurocentrism and patriarchy in the Anglophone West African secondary school curriculum

Education is recognised as a catalyst for social and developmental transformation, and its efficiency is dependent on a curriculum that reflects and empowers its students. Hence, having a curriculum that makes students globally aware and fundamentally grounded in African worldviews, in a largely globalised world, where countries are increasingly dependent on one another, is imperative. This study examines the balance between global and African worldviews in the current West African Senior Secondary Certificate Examination (WASSCE) curricula, with a particular focus on the Literature-in-English and History syllabi. Utilising a qualitative methodology, we analysed prescribed textbook content and the WASSCE syllabi of Literature-in-English (spanning 2021–2025 and 2026–2030) and History subjects (2026–2030 cycle), including examination schemes, prescribed reading lists and instructional materials of the five Anglophone West African countries. Findings indicate that traces of Eurocentrism and patriarchy exist in selected Anglophone West African secondary school curricula. This bias, evident in European-centered content and male-authored instructional materials, could stifle students’ aspirations and confidence, particularly for female students who lack relatable role models. The study argues that the curricula fall short of reflecting West Africa to its students, thus hindering education’s true purpose of providing "worthy objectives". The paper concludes by advocating urgent decolonising reforms to empower a new generation of leaders capable of driving the continent’s development.