This program aims to fill a gap in the academic landscape by offering a platform where African perspectives can be fully expressed, free from the stereotypes and Western biases that have long dominated the study of the continent. In this context, the Roundtable on African Studies, co-organized by the School of Anthropology and Sociology and the Advisory Committee on Combating Racism Towards Black People in Research and Training Programs (CRSH), was a unique opportunity to reflect on the importance of this discipline and the challenges it faces.
The event featured the following speakers:
- Tirsit Yetbarek – A socio-political researcher and currently the Director of the Somaliland Center for African Studies (SCAS) at the Red Sea Cultural Foundation in Hargeysa, Somaliland. She is also the host of the Hargeysa Academic Dialogue (ADIH), an academic platform dedicated to promoting intellectual networks and critical discussions among scholars worldwide.
- Professor Dorothy Ekuri Ekuri – An esteemed scholar with a Ph.D. in History, specializing in International Relations, obtained from the University of Yaoundé, Cameroon. She also holds strong training in sociology and anthropology, acquired as secondary disciplines during her studies at the University of Buea, Cameroon.
- Karine Coen-Sanchez – A Ph.D. candidate in social sciences at the University of Ottawa and co-chair of the CRSH. Karine is an activist, organizer, and researcher driving systemic change for Black and racialized graduate students in Canada. A visionary leader, she has spearheaded transformative anti-racist initiatives, mobilizing stakeholders, shaping institutional diversity policies, and promoting community solidarity. Her work challenges systemic inequalities, amplifies marginalized voices, and redefines inclusion in academia.
- Professor Nathalie Mondain – A trained demographer and sociologist, Nathalie completed her Ph.D. at the Department of Demography at the University of Montreal in 2004. Since then, she has continued her research in West Africa, focusing on various population issues, including family dynamics, reproductive health, international migration, and the methodological and ethical dimensions of research in vulnerable populations. Her research has addressed topics such as marriage and the transition to adulthood in Senegal, research ethics in population observatories in Senegal and Burkina Faso, and the impact of international migration on social and family dynamics in Senegal. Recently, she worked on socio-educational dynamics in sub-Saharan Africa through the lens of family and gender, and is also involved in a project on the social and political participation of immigrants and ethno-cultural groups in Quebec society.
This event helped us better understand how Africa is studied, how its knowledge is produced and recognized, and, most importantly, how academic institutions can work towards a more inclusive and representative approach.
One of the major topics discussed during the roundtable was the tension between the practice (or cultures) of oral knowledge transmission in Africa and the hegemony of written knowledge in academia. In Africa, knowledge has always been transmitted orally: through stories, proverbs, music, and community exchanges. However, in Western academic settings, written forms of knowledge are often regarded as the only tangible proof of expertise, relegating oral traditions to a status of "inferior knowledge."
As highlighted in an article by Atlantis Journal, it is crucial to integrate these modes of knowledge transmission into education, rather than exclude them because they do not conform to traditional academic standards. This more inclusive approach would better recognize the vastness and richness of African knowledge.
However, the structural changes required for this transformation still face strong institutional resistance. As noted by Applied Worldwide, Western universities remain reluctant to adopt alternative methodologies that do not fit within their traditional frameworks.
A key point raised by the roundtable panelists was the difficulty African researchers face in establishing themselves in international academic circles. The production of knowledge is often biased in favor of Western researchers, who dominate publications and institutional recognition, even though it is African researchers who possess local expertise and intimate knowledge of the ground realities.
Moreover, paradoxically, many African Studies programs are led by non-African academics. This raises a crucial question: how can we ensure a truly inclusive approach if African voices remain marginalized even in spaces dedicated to the study of their own continent?
One solution suggested during the discussion was the adoption of culturally adapted pedagogy, an approach that values the diversity of learning and knowledge transmission methods. As explained by EdCan, integrating African culture and research into teaching would not only improve the representation of African students in academia, but also enrich the global understanding of African societies.
Furthermore, closer collaboration between African and Western universities could foster a mutually beneficial exchange of knowledge. This involves moving beyond the extractive logic that too often characterizes these partnerships, where Africa is seen merely as a "study ground" rather than an active player in the production of knowledge.
The Roundtable on African Studies emphasized the importance of reconsidering how we study Africa. It's not just about adding more African content to curricula, but about deeply revisiting the methodologies and academic structures that perpetuate inequalities in knowledge production.
Integrating African Studies from the primary and secondary school levels could be a first step in changing the perception of the continent and moving away from the simplistic and homogenizing view often attributed to it. Africa can no longer be only a subject of academic study: its history, diversity, and complexity must be taught to a wider audience, both within Africa and beyond.
It is often said that "Africa is the future." However, this roundtable proved that Africa is already a major player in the production of knowledge, innovation, and intellectual progress. It does not have to wait for a hypothetical future to exist on the global stage.
The discussions highlighted the richness of African contributions in various fields, from traditional knowledge to contemporary scientific research. It is not Africa that must "rise" to adapt to Western academic norms, but rather global institutions that must recognize and fully integrate African perspectives.
The issue with African Studies is therefore not about a simple catch-up or leveling, but about recognizing an obvious reality: Africa already contributes greatly to the production of knowledge. It is time for this contribution to be acknowledged, respected, and valued appropriately.
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