Interrogating Decolonization of Education in Zambia: Chronicles of Voices from the Higher Education Landscape

Inspired by the realization that the power relations and attitudes to knowledge production and consumption, as were perpetuated in the colonial era, continue to influence the structures of the modern education systems, there has been a clarion call to decolonize education curricula. Thus, the chapter builds on what has come to be known as the decolonial bandwagon to chronicle the experiences of academia, university managers, and students as they seek the decolonization of the higher education curriculum in Zambia. The chapter reveals sentiments expressed by participants, which paint the measures toward decolonization as largely rudimentary. To this end, several alternate interpretations contending that efforts to decolonize educational institutions are, at best, minimal are brought to the fore. The chapter concludes with an argument that for the decolonization efforts to gain traction and bear fruit, there is a need for a clear definition of the aims and protocols and a conceptualization of measurable outcomes and indicators.