Women (African/Black) in Theological and Education spaces, in search of a Decolonial Philosophical Perspective

The aim of this study was to highlight the plight of women (African/Black) and how they are being excluded from theological and educational spaces, practices and leadership positions in African schools and universities due to patriarchal structures, cultural insensitivity, and colonial and post-colonial pasts. This research used an interpretive paradigm and a qualitative approach to explore the need for a decolonial feminist perspective to promote equity and opportunities for women in academia. The findings revealed the need for theological and educational spaces to reset so that these spaces could be challenged in terms of the shape of language, power structures and leadership opportunities.The researcher recommended decolonisation in higher education, focusing on women’s experiences and incorporating women-specific embodiment in educational and theological spaces, to offer a more comprehensive perspective on complex dialogue including changing policy formation. The study provides a decolonial feminist approach which could guide women in religious and educational settings, enabling them to become leaders and change the trajectory of these fields, promoting fairness, diversity, and inclusion. Keywords: Women (African/Black), Theological and Education Space(s), Decolonial Framework, Higher Education, Violence, Colonial, Postcolonial Systems