Introduction
African nations achieved independence from their colonisers back in the 1960s; however, as Nkrumah points out, the legacy of colonialism endures, at times manifesting in form of neo-colonial practices perpetuated by the states[1]. In Africa, “one of the most destructive effects of colonialism was the subjugation of local knowledge and promotion of the Western knowledge as the universal knowledge”[2]. McEwan advocated for critical examination of various aspects to facilitate the decolonisation of knowledge: among others, dismantling the North-South dichotomy and its implications, the understanding of modernity that sees the North as the “originator of development”, the need to acknowledge the richness in culture and economic systems of the South, the potential development and modernity theories “emerging in the South”, and embracing perspectives that postcolonialism offers[3].
Mampane, Omidire and Aluko emphasise the pivotal role of education for the transmission and perpetuation of knowledge systems, making the decolonisation of education a paramount concern in Africa[4]. Christie argues that African educational curricula often exhibit a pronounced Eurocentric bias, presupposing that this is “the only path towards critical thinking and meaningful learning”[5]. These curricula typically don’t address local contexts and their diverse circumstances, undervaluing indigenous knowledge, and failing to promote the use of African languages.
As articulated by Olantunji, the significance of language in the process of decolonisation becomes evident. Furthermore, “language is vital to knowledge production” [6]. One could argue that using the language of the former colonisers in education only perpetuates power imbalances and inferiority. Therefore, if the goal is to decolonise development, the choice of language in education becomes a critical factor in breaking free from the hegemony of the former colonial powers and in (re)establishing and nurturing African indigenous knowledge systems.
In this paper, Snapplify’s African e-Library project will be analysed under two research lines: its possible alignment with key principles for decolonising education and its potential to contribute to development under different development paradigms.
Literature Review
Numerous studies grapple with the transformation that African education should undergo in order to be decolonised. This discussion will mainly focus on Chikoko (2021), Kamwangamalu (2016) and Mampane, Omidire and Aluko, (2018). Chikoko’s analysis delved into a range of papers dedicated to the decolonisation of higher education in Africa. The findings of these studies[7] converge on a central point: it is essential for the education system to be firmly rooted in African indigenous values and knowledge. This entails anchoring curricula within local contexts and experiences employing indigenous languages as the medium of instruction.
This transformation presents a set of challenges. The fundamental question that arises is: why do the languages of the former colonisers continue to dominate education in Africa? According to Kamwangamalu, three reasons can be attributed. For the purpose of this paper, it’s relevant to discuss the third reason: “to use the language of wider communication, for instance English, for national socioeconomic development because African languages apparently lack higher literacy forms and linguistic complexity that English has”[8]. This argument holds weight, since many nations around the globe have adopted bilingual education systems where English is a major medium of instruction, since “language policies succeed if they lead to desirable economic outcomes, and that such policies fail because they do not support desirable economic outcomes”[9]. It is also pertinent to mention the “low status of African languages as compared to former colonial languages”[10] in contrast to English and other colonial languages, since they do not typically enjoy a status that offers tangible material or social advantages to speakers beyond their immediate speech community[11]. Hence, the significance of assessing the economic benefits derived from education in vernacular languages in comparison to education in former colonial languages becomes a pivotal factor in the process of curriculum transformation and, consequently, in societal transformation.
In one of the studies that Chikoko analyses, conducted by Mampane, Omidire and Aluko (2018), students are given a platform to voice their perspectives on decolonising education. They agree on several principles: (i) highlighting the local interpretations of reality, (ii) the cultivation and appreciation of indigenous languages and cultures, (iii) the integration of indigenous languages and cultures into the curriculum (iv) tailoring the curriculum to meet contextual needs (v) the revitalisation and meaningful development of local languages, (vi) harnessing technology as a catalyst for transformation, and (vii) adopting “glocal initiatives” to replace Western-based education models. One could suggest that the key lies in the implementation of “glocal initiatives”, which must harmoniously blend global and local elements within the curriculum.
This approach is vital not only to address the complexities of decolonisation effectively, but also to ensure active participation in contemporary global socioeconomic endeavours. Tan and Rubdy[12]present three different scenarios of language planning in education, the third one being pertinent for this discussion – Japan. The case illustrates that embracing English in a globalised world doesn’t necessarily involve the abandonment of one’s vernacular language. Unlike the situation with Africa’s indigenous languages, Japanese is not disregarded, not only because it serves as the repository of Japanese culture and traditions, but also because it holds economic significance within Japanese society.
Thus, the goal is to elevate indigenous languages to a status akin to that of English within the sphere of education and throughout society as a whole. Kamwangamalu suggests the framework of Prestige Planning for African languages[13]. C.Diop[14] contends that the institutional use of African languages is not only a prerequisite for effectively promoting these languages but is also crucial for the widespread development of literacy. This, in turn, facilitates the broader dissemination of basic education and fosters the rethinking of scientific exploration across the continent. This approach aligns with the notion of nurturing the potential for development and modernity theories originating in the South that McEwan suggested. The effective implementation of the Prestige Planning framework demands substantial human and material resources and a strong political will[15]. Therefore, various tools and strategies can be employed to provide the necessary support for implementing this framework successfully, for example, ICTs.
According to Diakite, ICTs, which have become ubiquitous and highly effective in nearly every aspect of daily life worldwide, have not seen widespread adoption in Africa[16]. What has evolved into a symbol of modernity in the Northern hemisphere is scarcely accessible in many African nations. Thus, introducing ICTs in developing regions could significantly assist these communities in pursuing their development goals. The integration of ICTs could support the framework of Prestige Planning and the adoption of glocal initiatives, which has the potential of not only facilitating the process of decolonising education but also to support African nations in forging their distinctive socioeconomic development trajectories and (re)constructing new, decolonised knowledge systems. Consequently, this particular use of ICTs can be categorised under the framework of ICT4D.
ICT4D could be defined as “the application of any entity that processes or communicates digital data in order to deliver some part of the international development agenda in a developing country”[17]. For the purpose of this paper, it’s relevant to briefly mention Heek’s different development paradigms[18] in relation to the role of ICT: (i) Modernisation, (ii) Dependency, (iii) Neo-liberalism, (iv) Human Development, (v) Post-development, and (vi) Sustainable Development. These paradigms will be further discussed in the next section of this paper.
This review examined the need for education decolonisation. It discussed language, education and the challenges in the implementation of indigenous-language instruction. It highlighted the framework of Prestige Planning and the use of glocal initiatives, as well as ICT4D’s potential role in cultural and linguistic reclamation and socioeconomic development.
Methodology
The analysis will focus on Snapplify Africa e-Library project and address the following research questions:
- To what extent does the project contribute to the decolonisation of African education?
- Can the project, as a tool within the framework of ICT4D, play a role in the development of African nations?
To answer the first question, insights from Mampane, Omidire and Aluko’s study (2018) will be used, incorporating the students’ key principles for decolonising education. To tackle the second question, Heek’s (2017) development paradigms will be applied.
Analysis
Snapplify Africa e-Library project[19]
Snapplify is an edtech company based in South Africa. The Africa e-Library project initiated in 2011 and offers access to numerous free eBooks and curriculum-approved educational content in 11 African languages. It currently serves more than 3 million students, and through work with local governments and NGOs, attempts to make it available in more African languages. This project was motivated by the need to address linguistic diversity by providing continuous access to mother-tongue instructional resources. It also acknowledged that access to digital instructional content is hampered by Africa’s multilingual reality. They work with over 1,000 regional, national, and worldwide publishing and content partners. The UNESCO granted this project the King Sejong Literacy Prize 2023 because it encourages literacy in mother-tongue, which fosters harmonious and sustainable societies.
To what extent does the project contribute to the decolonisation of African education?
The seven principles to decolonise higher education presented in Mampane, Olimire, and Aluko’s study will be used to analyse the project. The order in which the principles are mentioned in their paper has been rearranged for an easier analysis.
First, two of the principles deal with local interpretations of reality and indigenous culture. (i) Highlighting the local interpretations of reality and (ii) the cultivation and appreciation of indigenous languages and cultures. Since national and regional partners of the e-Library are involved, students could develop an appreciation for their own culture and learn about indigenous experiences and values by reading content written by local authors.
Second, there are two principles regarding indigenous languages: (iii) the integration of indigenous languages and cultures into the curriculum, and (iv) the revitalisation and meaningful development of local languages. The African e-Library project stands out for offering educational content in indigenous languages. It could be argued that this project aligns with Kamwangamalu’s Prestige Planning framework, as it assigns a significant role to indigenous languages within educational curricula. By enabling students to access content in their mother tongue, the system beings to acknowledge the importance of indigenous languages. Consequently, these languages gain prominence and prestige in society. Furthermore, the emphasis on mother-tongue education can lead to the development of indigenous languages to a level where research and knowledge generation can occur in these languages, providing these countries with the opportunity to contribute to the global flux of knowledge.
Another principle is (v) tailoring the curriculum to meet contextual needs. One could say that the project addresses the continent’s need to empower its indigenous languages for them to become autonomous and begin establishing their own socioeconomic power within the framework of the Prestige Planning.
The next principle advocated for (vi) harnessing technology as a catalyst for transformation. The project uses an ICT tool that recognises the value of indigenous knowledge through mother-tongue education, contributing to the change of African society.
The last principle, (vii) adopting “glocal initiatives” to replace Western-based education models, underscores the necessity of developing alternatives to Western educational models, enabling the African continent to break free, reconstruct its knowledge systems while considering the global interconnectedness required for equitable participation in the modern world. One could argue that the project effectively aligns with this by not overlooking the importance of new technologies, which are crucial in the contemporary global landscape. It leverages technology to assist in the development of the African continent but rooted in local contexts, recognising the importance of merging global connections with local needs and conditions.
Can the project, as a tool within the framework of ICT4D, play a role in the development of African nations?
To answer this question, the project will be analysed under Heek’s role of ICT in the six development paradigms to see if it contributes to the development of the African continent. Other sources will be used to support the discussion.
- Modernisation: “ICTs transferred from global North have a central role in developing economic growth and new cultural values”. In this sense, the project does not contribute to development. Nonetheless, Castells[20] states that the pursuit of development has functioned as a means by which European viewpoints and approaches have imposed their supremacy over other cultures and Southern regions. Then, this project would be advantageous if we apply McEwan’s postcolonial perspective.
- Dependency: “ICTs transferred from global North could be exploitative, and greater emphasis should be on local development of ICTs which would have a central role in delivering economic growth”. The project is a South African initiative, which indicates that ICTs aren’t forced by the global North but rather a project originating from the South to promote their growth from a local perspective.
- Neo-liberalism: “ICTs have an important role in connecting enterprises and countries to local and global markets, and in increasing the efficiency of – and delivering alternatives to – the state”. The project has no explicit goal of economic growth. Nonetheless, it may be argued that by fostering the development of vernacular languages, the nations could begin to experience socioeconomic growth, which would help them autonomously join international markets.
- Human development: “ICTs are not central, but locally appropriate digital applications could deliver social and other development outcomes for those on lowest incomes”. The project helps people become literate in their mother tongue, which gives them greater future chances anchored in their own local reality.
- Post-development: “ICTs are not central but are carriers of discourse and sites for both exclusive and alternative approaches to development”. The project empowers these countries to grow autonomously, teaches people to value their own reality, and works toward establishing a literate society in their own tongues. Therefore, they would be able to lead governmental programs to suit local contextual requirements and gain greater independent socio-economic power.
- Sustainable development: “ICTs are not central and can deliver either sustainable and just, or unsustainable and unjust development depending on the type of application”. According to Trudell, indigenous languages must be used in education to achieve sustainable development[21]. For this reason, Snapplify’s project supports the development of African countries while honouring and respecting their unique realities.
In conclusion, the African e-Library project aligns with the key principles for decolonising higher education in Africa, particularly in embracing indigenous languages and cultures, tailoring the curriculum to local needs, and harnessing technology for transformation. Furthermore, it contributes to the development of African nations, supporting local growth and empowerment.
Conclusion
To sum up, the quest for decolonising education and knowledge systems in Africa remains a paramount challenge. Snapplify’s African e-Library offers a promising approach: by embracing indigenous languages and local interpretations of reality, it aligns with decolonisation principles, fostering both cultural and language empowerment, and autonomous socioeconomic growth.
Nonetheless, this study has certain shortcomings, such as overlooking the potential challenges, regional variations and financial constraints of the project. Further research might compare and contrast various projects, assess the long-term impact, and incorporate local viewpoints.
[1] Nkrumah, 1965, in Mampane, Omidire, & Aluko, 2018:2.
[2] Heleta, 2016:9, in Mampane, Omidire & Aluko, 2018:2.
[3] McEwan, 2018: 221-222.
[4] Mampane, Omidire, & Aluko, 2018:2.
[5] Christie, 2020: 204.
[6] Olantunji, 2010, in Mampane, Omidire & Aluko, 2018:2.
[7] For further information on the papers analysed, see Chikoko, 2021: 22-29.
[8] Revel, 1988 and Spencer, 1985, in Kamwangamalu, 2016:127.
[9] Kamwangamalu, 2016:191.
[10] Ibid.
[11] Alexander, 1997, in Kamwangamalu, 2016:215.
[12] Tan and Rubdy, 2008, in Kamwangamalu, 2016:189.
[13]Kamwangamalu, 2016: 214.
[14] C.Diop, 1999, in Kamwangamalu, 2016:215.
[15] Kamwangamalu, 2016:216.
[16] Diakite, 2004:76.
[17] Heeks, 2017:10.
[18] Ibid.:24.
[19] https://www.unesco.org/en/articles/snapplifys-africa-e-library-project-wins-unesco-king-sejong-literacy-prize-2023
[20] Castells, 2000, in Unwin 2017:14.
[21] Trudell, 2009:73, in Kamwangamalu, 2016:58.
Concluding reflections on the blog project
As our group project draws to a close, it’s time to reflect on our journey and what I learned from it. Admittedly, this project posed some challenges, particularly at the beginning. The unfamiliarity with the platform presented some issues. Nonetheless, my passion for communication and writing drove me to embrace the project, seeing it as an opportunity to embrace my creative potential.
This project empowered me to research into topics I’m interested in, particularly in the field of education. It prompted me to contemplate the most effective means of getting my ideas across to our potential readers. Additionally, it ignited a will for further exploration of the topic, which I intend to pursue in the future.
Beyond academic growth, I’d like to highlight the good relationships we made in our team. Our collaboration was an indispensable part of the project. I usually prefer to work individually, but working with dedicated classmates deepened my appreciation for the power of teamwork and collective effort.
In conclusion, this project enabled me to step out of my comfort zone, explore a topic I’m passionate about and foster meaningful relationships.
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