New Hawaii-Zambia Collaboration Ignites Interest in Decolonizing African Education

In a recent diplomatic tête-à-tête spanning two days, representatives from the Kingdom of Hawaii and the Zambia High Commission to the United Kingdom engaged in discussions revolving around education and decolonization.

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His Excellency, Prof. Oluwafemi Esan, Ambassador of the Sovereign Kingdom of Hawaii to the United Kingdom, and H.E. Macenje Mazoka, the Zambia High Commissioner, led the conversation, expressing mutual interest in advancing educational paradigms across Africa.

The Importance Of Decolonizing African Education

Decolonizing education involves transforming curricula, pedagogies, and institutional frameworks to prioritize indigenous knowledge, local histories, and cultural contexts, moving away from the dominance of Eurocentric perspectives that have historically marginalized African experiences.

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This process aims to foster a sense of identity and pride among students by reflecting on their own heritage and cultural realities, thereby empowering them to address local challenges with culturally relevant solutions.

It also seeks to create a more inclusive and equitable educational environment, dismantling systemic inequalities and promoting self-determination and agency among African students, ultimately contributing to a more just and empowered society.

Should we even be talking about this today? Of course, here are three good reasons why Decolonizing African education is crucial:

Cultural Relevance and Identity:

Decolonizing education ensures that the curriculum reflects African histories, cultures, languages, and knowledge systems, fostering a sense of pride and identity among African students.

It moves away from a Eurocentric perspective that often marginalizes African experiences, allowing students to connect more deeply with their heritage and communities.

Empowerment and Self-Determination:

By prioritizing local knowledge and perspectives, decolonized education empowers African students to address their own societal challenges with culturally relevant solutions.

This approach promotes self-determination, encouraging students to become agents of change within their communities rather than relying on external paradigms and solutions.

Inclusivity and Equity:

Decolonizing education helps to dismantle the systemic inequalities perpetuated by colonial educational structures. It promotes inclusivity by ensuring that education systems are accessible and equitable for all students, regardless of their background.

This shift can help address historical injustices and create a more just and equitable society.

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Professor Oluwafemi Esan, renowned for his expertise in transpersonal psychology and currently serving as the Vice-Chancellor and Global Academic Director of El-Roi London University, shared the university’s ambitious vision with Commissioner Mazoka.

Rooted in a deeply personal journey, Prof. Esan recounted a divine encounter in his youth that set him on a path divergent from medical studies to the priesthood and eventually to the realization of establishing a university.

His vision for El-Roi London University aligns with the imperative of decolonizing education, aiming to infuse spiritual frameworks into pedagogy.

Commissioner Mazoka, upon hearing Prof. Esan’s narrative and El-Roi London University’s educational philosophy, expressed profound interest. She voiced Zambia’s urgent need for such innovative educational approaches and signaled potential collaboration between the Zambian government and El-Roi London University.

Embracing the notion of education imbued with spiritual dimensions, Commissioner Mazoka highlighted the significance of integrating such frameworks into Zambia’s educational landscape.

The meeting, convened at the Zambia embassy in London, was instigated by Ruth Flynn, the Incoming Honorary Consul representing Hawaii’s interests in Zambia. Flynn’s deep ties to Zambia paved the way for this pivotal dialogue, fostering a platform for cross-cultural exchange and cooperation.

In a follow-up conversation conducted via telephone, Prof. Oluwafemi Esan underscored the significance of this burgeoning collaboration. “This is a new development,” he remarked, emphasizing the transformative potential inherent in the partnership between the Kingdom of Hawaii and Zambia.

As stakeholders continue to explore avenues for educational reform, this diplomatic encounter serves as a beacon of hope for initiatives aimed at decolonizing education and fostering inclusive, spiritually grounded pedagogical frameworks across Africa.

How To Be Effective In Decolonizing African Education

Decolonizing African education effectively requires comprehensive and thoughtful approaches. Here are three of the best approaches:

Curriculum Reform

This approach involves revising and restructuring the curriculum to include African histories, cultures, languages, and indigenous knowledge systems. It means moving away from a predominantly Eurocentric curriculum to one that reflects the diverse experiences and contributions of African societies.

This can be achieved by integrating local literature, historical events from African perspectives, and traditional knowledge and practices into the curriculum. Collaboration with local communities and scholars is essential to ensure authenticity and relevance.

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Inclusive Pedagogies

Adopting teaching methods that are inclusive and reflective of African ways of learning and knowing is crucial. This includes incorporating oral traditions, storytelling, communal learning, and other culturally relevant pedagogies that resonate with African students.

Teachers should be trained in these inclusive pedagogies and encouraged to use them in the classroom. This approach also involves creating spaces where students can critically engage with and question the content, encouraging active participation and dialogue.

Institutional Transformation

Decolonizing education is not just about the curriculum but also about transforming the institutions themselves to reflect and support African values and contexts. This includes rethinking governance structures, admission policies, and faculty composition to better align with decolonizing principles.

Institutions can establish policies that prioritize the hiring of local educators and scholars, create support systems for marginalized students, and foster environments that celebrate and incorporate African cultural practices.

Additionally, partnerships with local communities and organizations can help ensure that the institutions remain relevant and responsive to the needs of their societies.

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