Decolonizing African Studies: Kwame Nkrumah and the Afroepistemic Origins of the Institute of African Studies at the University of Ghana

A recent study by Adotey, E. (2025) titled “An Institute of Residual Studies? Nkrumah and the “Afroepistemic” Origins of the Institute of African Studies, University of Ghana” published in The Journal of African History, reveals that the development of the Institute of African Studies (IAS) at the University of Ghana was shaped by complex and evolving decolonial perspectives rather than a straightforward process.

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African Studies at the University of Ghana developed through complex decolonial phases shaped by Nkrumah’s Afroepistemic vision.– Adotey, E. 2025

This study explores the evolution of the Institute of African Studies (IAS) at the University of Ghana, examining its decolonial roots and the pivotal influence of Kwame Nkrumah in reshaping the field of African Studies. It argues that the development of decolonial epistemology in Africa is far more layered and nuanced than often portrayed, unfolding across three critical phases.

Phase One (1948–1950) marks the initial, yet short-lived, conceptualization of African Studies at the then University College of the Gold Coast. This period set the groundwork for later efforts but lacked sustained institutional support. Phase Two (1954–1961) was characterized by intense deliberations and ideological debates over the establishment of a formal African Studies institution. During this phase, diverse visions emerged within the university, reflecting tensions between Eurocentric academic traditions and a rising call for an African-centered intellectual framework. Phase Three (1960–1963) witnessed the official founding of the IAS, spearheaded by Nkrumah, who advocated for an “Afroepistemic” approach—an African-centered epistemology that sought to reclaim indigenous knowledge systems. His vision redefined the academic study of Africa by rooting it in African historical consciousness and lived experience.

The study situates these developments within the broader context of global decolonial movements and draws on the intellectual legacies of African thinkers such as Edward Wilmot Blyden and J. E. Casely Hayford. It also critiques colonial influences on African studies, particularly the role of European institutions like the School of Oriental and African Studies (SOAS), which framed Africa through a Eurocentric lens while selectively preserving aspects of African culture for colonial objectives. By tracing these intersecting influences, the paper underscores Nkrumah’s instrumental role in transforming African studies into a discipline grounded in the excavation, diffusion, and application of indigenous African knowledge. Ultimately, the study highlights how the IAS became a cornerstone in the effort to decolonize knowledge and reposition Africa as the subject—rather than the object—of scholarly inquiry.

How the Study was Conducted

The study was conducted using a combination of archival research and historical analysis. The author examined newly discovered documents that provided insight into the debates and discussions surrounding the establishment of the Institute of African Studies (IAS) at the University of Ghana. By analyzing historical records, the study mapped out the different phases of the institute’s development and assessed the role of Kwame Nkrumah in shaping African studies from a decolonial perspective.

The methodology involved tracing the intellectual foundations of African studies, identifying key figures and institutions that contributed to its evolution, and examining how the concept of decolonial epistemology changed over time. The study also contextualized African studies within broader colonial and postcolonial narratives, highlighting the intersection between indigenous knowledge systems and academic discourse.

What the Author Found

The study found that the development of the Institute of African Studies (IAS) at the University of Ghana was shaped by complex and evolving decolonial perspectives rather than a straightforward process. The study also highlighted the colonial paradigm of African studies, showing how European institutions like the School of Oriental and African Studies (SOAS) shaped perspectives on Africa, often focusing on language and culture rather than a truly African-centered intellectual framework. It traced the intellectual roots of African studies back to African thinkers like Edward Wilmot Blyden and J. E. Casely Hayford, who advocated for a university adapted to African circumstances.

Why is this important

This study is important because it provides a deeper understanding of the complexities surrounding decolonial epistemology and the development of African studies. It challenges the simplistic notion that decolonization was a straightforward process and instead highlights the debates, ideological shifts, and historical moments that shaped the Institute of African Studies (IAS) at the University of Ghana.

By tracing the origins and evolution of IAS through different phases, the study sheds light on how African intellectuals and political leaders, particularly Kwame Nkrumah, redefined knowledge production about Africa. It emphasizes the significance of indigenous knowledge systems and the role of universities in reclaiming African history and culture from colonial influence.

Additionally, the study contributes to broader discussions on education reform in Africa, showing how academic institutions can serve as spaces for decolonial thought and action. Understanding the historical struggles behind IAS helps modern scholars and policymakers recognize the ongoing challenges of truly African-centered education.

What the Author Recommended

• The author argues that scholars should move beyond simplistic narratives and explore the diverse intellectual traditions that contributed to the field.
• The study emphasizes that universities should prioritize African-centered approaches that excavate, diffuse, and apply indigenous knowledge to academic discourse.
• The study highlights the importance of understanding how different phases of African studies evolved, rather than attributing its development solely to political figures like Kwame Nkrumah.
• The author encourages further exploration of historical documents to uncover alternative visions for African studies that existed before the formal establishment of IAS.

In conclusion, Adotey’s study offers a profound reexamination of the Institute of African Studies’ origins, revealing that its foundation was not merely a product of political will but the culmination of layered intellectual struggles and evolving decolonial ideologies. By centering African thinkers, epistemologies, and historical contexts, the research underscores the importance of reclaiming and reimagining African knowledge systems within academic institutions. As contemporary African scholars and educators continue to confront the legacies of colonialism in education, this study serves as both a historical reflection and a call to action for a truly African-centered academic future.

AR Managing Editor (2025). Decolonizing African Studies: Kwame Nkrumah and the Afroepistemic Origins of the Institute of African Studies at the University of Ghana. Retrieved from https://www.africanresearchers.org/decolonizing-african-studies-kwame-nkrumah-and-the-afroepistemic-origins-of-the-institute-of-african-studies-at-the-university-of-ghana/