JOURNALS

ABSTRACT

Education is typically lauded as a primary factor in developmental progress. However, despite its continuing emphasis on education, the African continent continues to struggle with its developmental progress. This paper avers that one of the reasons for this struggle is the sidelining of the Humanities in developmental efforts. It argues that the Humanities play a primary role in developmental efforts byproducing well rounded graduates with critical assessment and interpretive skills, able to explore, expose and develop their identities. The crucial exploration, exposition and development of African identities is, however, best done through decolonised curricula and pedagogies. This paper therefore proffersAfrogogy as a pedagogy designed to foster reflection and action in learners. It avers that Afrogogyadvocates for an education system that is not only inclusive of African histories and cultures, but also actively engages with them to foster critical thinking, creativity, and social responsibility among learners. By prioritizing the lived experiences and indigenous knowledge systems of African peoples, Afrogogy challenges the dominance of Western educational paradigms and promotes a more holistic and equitable approach to learning.