A Clarion Call to Dewesternize the Music Curricula of the Namibian Tertiary Institutions

African nations are underdeveloped due to the Western axiology and epistemology superimposed on them by the West. The major weapon used to colonize Africa by the West was education which was designed to make Africans employable, governable, and colonizable. The education was brainwashed and tailormade to train the Africans to shun their identity and become a dogmatic follower of the colonizer. This Westernized education weakens social solidarity and is alienating. In light of Namibian tertiary education, the introduction of music education came as a “de-teaching” gimmick, which was designed to produce graduates with musical skills and concepts skewed more to Western music than their indigenous music. The focus of this chapter is on views concerning the state of affairs of the teaching of music in Namibian tertiary institutions and the need to decolonize the curriculum. The chapter draws its discussion from three case studies of tertiary institutions, which offer music in Namibia, Khomasdal region. The data collected through face-to-face interviews, online interviews, and document analysis indicated that although there is evidence of attempts to restructure the teaching of music, there are still some glaring predominance of Western approaches to the teaching of music. It was also established that there are more Western musical instruments taught as specialization than Namibian/African. The recommendation is that there is a need to de-westernize the curricula so that African approaches and theories are incorporated.