Reclaiming African epistemologies: The use of indigenous languages for education in postcolonial Uganda

Abstract

This paper examines challenges and possibilities to reclaim indigenous African languages in the decolonization of education in postcolonial Africa. Using decolonization theory, the paper critiques the epistemic marginalization caused by colonial language policies and their continued impact on modern African education. Through desk reviews, theoretical analysis, and critical observations, the paper explores ideologies that hinder the reintegration of indigenous languages into the educational system. The paper argues that native languages are vital in preserving African epistemologies, identity, and the preservation of cultural memory. It discusses challenges hindering the reclamation of indigenous languages, such as language selection, financial constraints, ideological variations, and urbanization. It argues that reclaiming indigenous African languages is not only an educational necessity but also an act of epistemic justice, cultural renewal, and intellectual emancipation