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Why do we have to live in a world where our lives and wills are controlled, dictated and bent? Why is it so easy to have our voices silenced? Why is it so easy to curtail our freedom of expression? Why aren’t we ever allowed to voice our opinions, let alone our disprovals, to decisions that are made contrary to our wishes?
Decolonizing the education system has been a topic covered by a multitude of scholars in the disciplines of Sociology, psychology, Political Economy and even Political Sciences. Its main goal has been the detachment of the curriculum from its Western-centric or Euro-American pedagogy. Third world scholars claim that their voices have been ignored in the academy; furthermore, their unique perspectives and epistemologies have been suppressed, silenced and avoided. Mainstream theories of the Western world have been exported to the developing countries, compelling third world students to adapt to the knowledge economy replicating the developed countries; even after graduation, they go on to become technical workers and managers for transnational corporations. Therefore, the form of education that the Western world is spreading all over the world is in the form of an industrial trainer which benefits their International Enterprises as they absorb the educational conformist learners at the end in the job market. The postcolonial condition has witnessed the continuation of colonial administrations, business functions and path-dependence whereas the sources of income for the employed requires technical learning and highly vocational skills from the youth. Third World academics have only been given the task of interpreting Western discourse, language, International standards and educational benchmarks, without necessarily producing their own knowledge, participating and advocating their opinions and experiences. Third World academics have had to play the catch up game with the West, losing more and more courage to produce their own unique, specific, geographically located and relevant ideas. Books in institutions of higher learning, and also journal articles are usually Western-oriented. How can the third world create its own discourse, pedagogy, perspective, knowledge, theories and ideas in the 21st century? Most Third World scholars do publish books and journals intended at critiquing the continuing domination in the economic and intellectual sphere by the West, but their critiquing never follows any practical and useful recommendations nor does it provide any frontiers or introduce other ways of doing and thinking for the decolonial goal in education to be progressive and successful. What hinders the decolonization process in education?
For a complete background of the study here's a link below: https://www.researchgate.net/publication/340399105_Going_it_all_alone_Africa's_potential_for_delinking_from_the_neoliberal_paradigm