Abstract: Submission #57

Abstract Since the early to mid-20th century, calls for decolonization have been made across African states, but little progress has been made beyond a mere shift in political power. Africa's underdevelopment persists, while its people increasingly imitate European and North American cultures. Despite extensive research and discussions on decolonization, it seems that true decolonization, especially in education, has not been achieved. This presentation focuses on the tenets of decolonisation in learning and teaching, and how it contributes to knowledge production in Africa. The objective is to advance the broader goals of the decolonial project. The paper reviews existing literature and explores the need for decoloniality and practical strategies for decolonizing academic institutions. Critical race theory (CRT) is employed to examine key aspects that require attention in the decolonization of learning and teaching. The paper also offers recommendations on how different academic disciplines can initiate discussions and actions to decolonize their teaching processes and content. Overall, the article provides a conceptual framework for decolonizing the curriculum