Decolonizing academic identities in postcolonial higher education: A collaborative framework for Africa and the Caribbean

This conceptual paper critically examines the persistent influence of colonial structures on higher education in the Caribbean and Africa, particularly in shaping academic identities that remain tethered to Eurocentric knowledge systems. The paper argues that while there have been efforts to decolonize curricula, these attempts are often limited by entrenched Western frameworks that sustain the marginalization of indigenous epistemologies. The paper proposes a collaborative framework that enables Caribbean and African academics to reconstruct their professional identities by actively integrating indigenous knowledge into academic curricula, research, and pedagogical practices. Drawing on some decolonial theorists such as Ngũgĩ wa Thiong'o and Linda Tuhiwai Smith, the framework underscores linguistic and cultural reclamation as essential processes in redefining academic roles. Cross-regional partnerships, professional development programs, and curriculum reforms are posited as essential mechanisms to foster epistemological diversity, offering academic pathways to authentic engagement with local cultural contexts. The study advocates for institutional restructuring that challenges colonial legacies, advances inclusive leadership, and supports decolonial practices as a means of transforming higher education. This study contributes to scholarship by providing an analytical framework for decolonizing academic identities, and fostering an inclusive and contextually relevant academic environment that addresses the intellectual needs of postcolonial societies.