Episto-Musical Pedagogy Theory: A Decolonial Framework for Sound-Based Curriculum in African Education

This article presents Episto-Musical Pedagogy Theory (EMPT), a transformative framework developed by Albert Authority that reclaims African music as a sovereign epistemological foundation for education. EMPT emerges in response to the persistent marginalization of indigenous sonic traditions within formal curricula, particularly in Nigeria. Through comparative analysis, the study critiques dominant Western pedagogical models, Formalist, Structuralist, and Cognitive, which often privilege abstract cognition and epistemic detachment. In contrast, EMPT offers an “inside-out” approach rooted in communal memory and ancestral sound. It positions rhythm, storytelling, and performance not as cultural embellishments but as vital instruments for transmitting ethical, historical, and identity-based knowledge. By centering lived experience and Afrocentric wisdom, EMPT charts a decolonial pathway for pedagogical renewal. It calls for a reimagining of teaching and learning practices that honor Africa’s sonic heritage, inviting educators to listen deeply, remember collectively, and transform education in ways that promote cognitive justice, cultural sovereignty, and a resonant, community-grounded learning experience.