Exploring Africanisation of the University Curriculum in Zimbabwe: An Afrocentric Approach

Abstract

Conversations about Africanisation of university curriculum are part of the epistemic crisis and efforts to debunk Eurocentric thinking characterised by binarisms, racial biases and discriminatory attitudes towards Africans. An Afrocentric perspective troubles conceptualisation of notions of African humanity vis-à-vis the vexing question of epistemological trajectories undertaken in postcolonial Zimbabwe. This study focuses on African efforts to design an African-oriented curriculum at university level. Analysis is provided of worrying issues in Zimbabwe’s curriculum, including the philosophy-guiding universities. This discussion is based on the premise that there is need to re-configure the African epistemic base from which Africans view and conceptualise the world.