DECOLONIZING EDUCATIONAL LEADERSHIP: CHALLENGING WESTERN-CENTRIC GOVERNANCE MODELS IN AFRICAN EDUCATIONAL INSTITUTIONS

Abstract

This study examines the decolonization of educational leadership practices and the transformation of governance structures shaped by Western-centric frameworks in African educational institutions, addressing the urgent need to undo colonial legacies that marginalize indigenous knowledge systems, cultural practices and alternative governance models. Drawing on a systematic review of literature and critical discourse analysis, the study prioritized indigenous leadership philosophies, community-based governance and culturally responsive administrative practices. Findings reveal that decolonizing educational leadership requires fundamental reorganization of power dynamics, decision-making processes and institutional values. Successful initiatives demonstrate improved educational outcomes for marginalized communities, enhanced cultural preservation and inclusive governance through collaborative decision-making, elder involvement and integration of traditional knowledge systems. Barriers include institutional resistance, policy constraints and limited resources for implementing alternative leadership models. The study recommends: establishing indigenous-led governance councils with decision-making authority; mandating decolonization training for educational leaders; allocating dedicated funding for indigenous leadership development programs; revising accreditation standards to recognize diverse leadership models; and conducting longitudinal research on decolonization effectiveness. This research contributes to educational equity discourse and provides actionable insights for institutions committed to authentic decolonization beyond superficial cultural additions.