Postcolonial Literature and the Decolonization of Higher Education

Abstract

The legacy of colonialism continues to shape knowledge production, curricula, and institutional structures in higher education worldwide. The present paper explores the role of postcolonial literature in challenging Eurocentric academic paradigms and advocating for the decolonization of higher education. Through an analysis of Ngũgĩ wa Thiong’o’s Decolonizing the Mind and Frantz Fanon’s The Wretched of the Earth, this study examines how literature critiques colonial epistemologies and promotes alternative knowledge systems. Postcolonial narratives highlight the marginalization of indigenous languages, traditions, and histories within academic institutions while advocating for a more inclusive, universal approach to education. By engaging with postcolonial literary theory, this paper underscores the urgency of dismantling hierarchical power structures in academia and integrating diverse intellectual traditions. Ultimately, postcolonial literature serves as a vital tool in reimagining higher education as a space of equity, inclusion, and epistemic justice.

Keywords:  Postcolonial, Decolonization, Higher Education, Language, Eurocentric