Decolonization of African Studies: Theoretical and Practical Dimensions

The article is devoted to the analysis of the historical dynamics of the development of the processes of decolonization of African studies in the period from the 1960s to the present. The decolonization of knowledge has been a longstanding topic, gaining significant relevance in academic discussions in sub-Saharan Africa in recent decades due to the impact of postcolonial discourse. The author examines the theories and practices related to liberating the knowledge production system that have been suggested and put into action by researchers and sociopolitical leaders of African descent. The paper analyzes initiatives to consolidate researchers, and particular attention is paid to the history of the creation of the Pan-African non-governmental research organization CODESRIA, which is still active today. The study also addresses the debates that occurred at the University of Dar es Salaam between the mid-1960s and 1980. Evidence suggests that during the initial two decades of independence, African intellectuals sought integration at the continent, the diaspora, and the international academic community levels. The emphasis is placed on the factors influencing the necessity of further transformations in the research and educational sphere in the 21st century. These factors encompass epistemic and epistemological injustice, along with academic asymmetry. It is noted that the works of modern intellectuals, such as Achille Mbembe and Sabelo Ndlovu-Gatsheni, form an “ideological continuum” with the works of their predecessors, Claude Ake, Samir Amin, Cheikh Anta Diop. The article also introduces and characterizes the concept of pluriversality. The author’s conclusion is that contemporary African researchers focused on decolonizing research and education frequently look to the thoughts of earlier scholars when striving to establish their own niche within the pluriversal system of knowledge.