This research examines the intersections of academic capitalism, colonial legacies, and indigenous knowledge systems within Cameroon's higher education landscape. Through qualitative methodological approaches including institutional ethnography and critical discourse analysis of policy documents, the study interrogates how neoliberal academic practices perpetuate epistemological injustice while simultaneously creating spaces for resistance and transformation. Findings reveal persistent colonial structures embedded within research ethics frameworks, publication mechanisms, and knowledge validation processes. The paper proposes a decolonial framework for academic practice centered on knowledge sovereignty, ethical reciprocity, and indigenous methodological approaches. These interventions aim to disrupt the reproduction of academic hierarchies while fostering sustainable indigenous knowledge ecologies in Cameroon's higher education institutions. This research contributes to growing scholarship on decolonizing academia by providing empirically grounded pathways for institutional transformation and epistemological pluralism within the specific sociohistorical context of Cameroon's multilingual and multiethnic higher education landscape.
- Quote paper
- Dr. Nouridin Melo (Author), 2024, Decolonizing Academic Capitalism. Reimagining Research Ethics and Knowledge Sovereignty in Indigenous Contexts, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/1587071
