Exploring the Potential of Sankɔfa in Promoting Critical Thinking and Agency in Education Among Afro-descendant Youth
Keywords:
Sankɔfa, decolonial pedagogies, Indigenous Knowledge Systems, educationAbstract
Education plays a vital role in shaping individuals’ perspectives, aspirations, and agency, particularly in postcolonial societies. This paper investigates the potential of Sankɔfa in promoting critical thinking and agency among Afro-descendant youth, examining their impact on educational practices and student empowerment. It provides an overview of bequeathed colonial education systems and their aims, and it explores the principles and theoretical foundations of Sankɔfa pedagogies such as postcolonial theory, critical pedagogy, and indigenous knowledge systems.
The paper examines how Sankɔfa can foster critical thinking through centering African epistemologies, deconstructing Eurocentric knowledge systems, empowering students to challenge dominant narratives, and cultivating an environment of dialogue, reflexivity, and intellectual curiosity. The paper presents case studies that illustrate, for instance, the successful implementation of decolonial pedagogies – a derivative of Sankɔfa – in higher education settings in Ghana and South Africa, highlighting some best practices and lessons learned.
Furthermore, the paper emphasizes the transformative potential of Sankɔfa in not only challenging colonial legacies but in fostering critical thinking and promoting agency among Afro-descendant youth. By addressing challenges and embracing opportunities, educators, policymakers, and stakeholders can work together to create inclusive and empowering education systems in postcolonial societies.
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