Dumbuya, Emmanuel2026-10-192025-06-25Dumbuya, E. (2025). Decolonizing the Curriculum: Rethinking Colonial Influences in African Education for an Empowered Future. International Journal of African Studies, 5(1), 33–35. https://doi.org/10.51483/ijafrs.5.1.2025.33-3510.51483/ijafrs.5.1.2025.33-35https://doi.org/10.51483/ijafrs.5.1.2025.33-35https://dspace.njala.edu.sl/handle/20.500.144402/794African education systems today remain deeply influenced by colonial legacies, from content and narratives in curricula to pedagogical methods and academic standards.This paper explores the importance and approaches of decolonizing education in Africa, focusing on creating a curriculum that is culturally relevant, historically accurate, and empowering for African learners.By centering African perspectives in history, literature, and the social sciences, as well as by promoting indigenous knowledge systems and scholarship by African authors, a decolonized curriculum can instill a sense of pride, agency, and innovation in African students.The study examines historical colonial influences on African education, explores current efforts to indigenize curricula, and suggests a framework for institutions to prioritize African voices in content creation and pedagogy.enMetadata only. Full text is not deposited in this repository; it is available from the publisher: https://doi.org/10.51483/ijafrs.5.1.2025.33-35 (free to read, other-oa licence)decolonizing educationArticle