The Centrality of the Language Question in the Decolonization of Education in Africa1

This paper draws attention to the relevance of decolonization as a notion and process for education in our times. It points to specific instances of Eurocentric biases which affect the structure and content of contemporary education in Africa. These include the historical periodization scheme which is utilized across the board in the social sciences and humanities in African education and also the notion of ‘African Studies’ in African universities. It is argued that societal relevance is a crucial factor for education to be meaningful. The author argues that the language question; the need to use local languages that are shared by the masses of specific societies is essential for development and emancipation. It provides better bases for the upliftment of people; the requirements for knowledge production and the development of human capital. The paper points to historical and contemporary examples from Europe and Asia to explain how and why language is central to all attempts to create knowledge-based and knowledge-producing societies