Diversity of epistemologies in African higher education: an interdisciplinary perspective on the contribution of digital communities of practice to equitable knowledge production

Abstract

Abstract This interdisciplinary article proposes a holistic approach to address challenges faced by African higher education owing to the shift to digital technology and online learning. The approach draws on theories of knowledge to promote equitable knowledge production and bridge the digital divide. The article highlights the potential of communities of practice as a complementary tool to indigenous methods and calls for the use of all available resources, including indigenous languages, to overcome existing inequalities and promote dynamic knowledge construction. The importance of understanding the historical influence of colonial and pre-colonial practices on epistemology is also emphasized. The article offers innovative approaches and insights to support equitable and inclusive knowledge production in African higher education contexts, with a focus on the Western region of the continent, facilitated by novel technologies that have been rolled out in learning institutions globally.