Colonialism profoundly shaped modern universities in Africa. It implanted institutions on African soil that were largely replicas of European universities rather than organically African.of universities in Africa “is that they are ‘Westernised”. He describes them as “local institutions of a dominant academic model based on a Eurocentric epistemic canon that attributes truth only to the Western way of knowledge production”. This model, he says, “disregards other epistemic traditions”.
In all these roles, African universities must take “place” – the geography, history, social relations, economics and politics of their respective contexts – seriously. They must overcome Eurocentric theories of knowledge and western institutional cultures. In doing so they must advance both decolonial thought and the public good.
This means that, rather than distancing themselves from the surrounding communities, universities need to, in Vincent’s words, “actively seek exposure and collaboration – because that is what they are ‘for’.” This has implications for universities’ functioning, roles and activities. A fourth role is actively engaging with the pressing development challenges. This is achieved through teaching and learning, research and community engagement.
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