Camouflaged Colonisation? Afrocentric Epistemologies and the Limits of Decolonisation in South African Musicology

This article investigates the implementation of decolonisation in South African higher education, with specific reference to musicology and curriculum studies, aiming to challenge the persistent dominance of Eurocentric knowledge. Despite growing attention to decolonial agendas, African epistemologies in musicology remain marginalised, and curricula frequently prioritise Western theories and frameworks. Superficial reforms risk symbolic rather than transformative change, leaving colonial knowledge hierarchies largely intact. This study addresses the gap in understanding how authentic Afrocentric epistemic integration can be achieved within South African university music curricula. Guided by Decolonial Theory, Afrocentricity, and Epistemic Justice, which emphasise recognising, validating, and centring indigenous knowledge systems, the research underscores the need for curriculum transformation. A descriptive qualitative literature review was conducted, analysing 25 peer-reviewed articles, books, and dissertations on decolonisation, Afrocentricity, and music education. Databases searched included JSTOR, EBSCOhost, ProQuest, ERIC, and Google Scholar. Sources were screened for relevance, and themes were synthesised around the integration of African music systems, the influence of Western frameworks, and strategies for promoting Afrocentric epistemic transformation. Findings reveal that African musical knowledge and indigenous pedagogies are often included superficially and interpreted through Western lenses. Afrocentric approaches, such as ubuntugogy, demonstrate potential to Africanise curricula, enhance student engagement, and preserve cultural heritage. Effective decolonisation requires structural support, policy alignment, faculty development, and the repositioning of African knowledge as foundational. The study concludes that meaningful decolonisation in South African musicology demands both epistemic and structural reforms, offering a framework for developing culturally responsive, transformative, and genuinely Afrocentric curricula.