Decolonization in African contexts is an ongoing process that seeks to dismantle historical and contemporary forms of domination and oppression. The study will employ a qualitative approach to analyse existing literature and engage with key stakeholders in Chad's academic and cultural institutions. A preliminary analysis reveals that traditional curricula often lack representation of Chadian voices and experiences, leading to an underrepresentation of local knowledge and perspectives in arts education. The decolonization process requires a comprehensive overhaul of curriculum design, faculty training, and student engagement strategies to better reflect Chad's diverse cultural heritage. Recommendations include the integration of Chadian narratives into core curricula, fostering partnerships between local communities and academic institutions, and promoting critical pedagogy in arts education.
Mounda et al. (Thu,) studied this question.
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