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Abstract

The philosophical discourse has been dominated by Western perspectives, an approach that continues to influence curriculum design and delivery in higher education. The historical dominance of the Western philosophical canon in university curricula has contributed to the marginalisation of other equally significant philosophical traditions from Africa, Latin America, Asia, and Indigenous cultures. This approach has contributed significantly to the narrow and limited scope and relevance of philosophy as an academic field globally. Rather than advocating for the dominance and superiority of the Western-centred curriculum, this paper acknowledges the centrality of integrating global philosophical perspectives in the philosophy curriculum and discourse in Africa and beyond, using a theoretical and analytical approach. The paper advocates for an inclusive and multicultural approach that enriches philosophical inquiry. Drawing on multicultural and intercultural perspectives, the paper challenges the historical dominance of the Western philosophical canon and proposes strategies for decentring philosophical education. The paper argues for the importance of promoting intercultural dialogue and multicultural inclusion, curriculum diversification, and the need to rethink the teaching and learning pedagogies in tertiary education. By challenging the alleged traditional assumptions of the superiority of Western philosophical traditions and arguing for inclusivity and diversity, the paper contributes to the ongoing discourse on the need to reform, decentre, and decolonise the philosophy curriculum in Africa and beyond.

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