Decolonising African education through the lens of critical pedagogy and democratic practice

This paper explores the decolonisation of African education through the theoretical lenses of critical pedagogy and democratic practice. Decolonisation is presented as a multifaceted approach that seeks to dismantle colonial epistemologies while foregrounding African knowledge systems and cultural values. The paper examines critical pedagogy as a transformative educational philosophy capable of fostering critical consciousness, agency, and social justice among learners. Democratic practice is analysed as a pedagogical approach that cultivates participatory, inclusive, and equitable learning environments, enabling learners to engage critically with knowledge and society. The interrelationship between critical pedagogy and democratic practice is highlighted as foundational to fostering an African education system that balances individual development with collective wellbeing. The paper employed a conceptual analysis of decolonisation, critical pedagogy and democratic practice in its present form in South African University Education system. The paper concludes that the decolonisation of African education is most effective when it promotes a synergy between Western and African indigenous knowledge systems, rather than pursuing absolute decolonisation.