Decolonising postgraduate supervision: Rebalancing power dynamics in African university contexts

Postgraduate supervision in African universities continues to be influenced by colonial legacies that favour hierarchical, expert-dominated approaches to knowledge production. This study proposes a decolonial reimagining of supervision through a theoretically grounded and practically relevant framework that centres on power redistribution, cultural affirmation, and mutual knowledge construction. Drawing on critical decolonial theory and African indigenous knowledge systems, the research employs a theory synthesis design and conceptual analysis to interrogate dominant supervisory norms and reconstruct them within a relational and context-responsive paradigm. Three interdependent dimensions – relational reciprocity, cultural relevance, and dialogic reflexivity – emerge as the foundational pillars of a heuristic model for decolonial supervision. This model situates the supervisory relationship as a site of shared scholarly agency, where both supervisor and candidate co-construct research grounded in ethical engagement, indigenous epistemologies, and reflexive practice. The framework not only contributes conceptually to the literature on postgraduate education but also provides actionable guidelines for institutions, supervisors, and candidates to embed decolonial values in everyday academic practice. Ultimately, the study offers a transformative lens for addressing epistemic inequities, enhancing candidate well-being, and fostering more just, inclusive, and culturally responsive postgraduate learning environments across African higher education.