Marcellus F. Mbah

This study examines key considerations for the decolonisation of climate change and environmental education (CCEE) in Africa. It draws on epistemic inclusivity to systematically assess journal articles that drew on primary studies and were published between 2015 and 2022. The findings of the review show that there is a persisting epistemic exclusion and alienation of Indigenous and local knowledge (ILK) in CCEE, which contributes to affecting the quality of what is learned in educational centres across Africa. The ILK alienation and disconnection of learning from learners’ lived experiences render it difficult for them to connect subjects and issues they learn to their daily experiences in sociocultural environments. Decolonisation efforts must address exclusion and alienation and promote inclusion and epistemic agency. This paper captures various strategies to achieve these in Africa and highlights existential challenges and opportunities. In these regards, it contends that multidimensional approaches to decolonisation are required to promote Africa-relevant climate change and environment education. This includes the interrogation of existing theories and evidence that underpins subsisting practices, as well as seeking ways to mitigate evidence of the impact of the ongoing epistemic exclusion in different locations and contexts. It also requires policymakers and education managers to commit to developing epistemically inclusive education policies, curricula, and learning frameworks.