Tolle Lege: An Augustinian Journal of Philosophy and Theology

The slave trade, both trans- Sahara and trans-Atlantic trades, and colonialism have had perennial consequences on the future and development of the African continent. Colonialism as a historical event had positive impacts on the African people, which include the introduction of new government ideas, creation of large political units, political parties and elections, the introduction of money and banking system, modern transportation and communication systems, common legal and civil service system, etc. This notwithstanding, several other impacts were severely negative and under-developing. These negative consequences of colonization led to the emergence of the concept of decolonization, which is an effort to reverse the negative impacts of colonization. While the concept of decolonization has been discussed over the years by scholars, there is no literature on pedagogy for decolonization. The present work, therefore, distinguishes itself by focusing on the development of an African pedagogy for decolonization. To achieve this, it employs the Igwebuike theoretical framework for the generation of this transformative pedagogy. The thematic, historical and hermeneutic approaches would be used for the interpretation of data. The paper discovers that it is only at the point of developing a pedagogy for decolonization that concrete effort is made towards achieving indigenous sovereignty.

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