Abstract
As former colonies of Western imperial powers, virtually all aspects of African life have been invaded by forces of Western hegemony. Colonial mentality is the blind assimilation or internalisation of the colonial powers' socio-cultural forms resulting in the destructive and disruptive abandonment of the ways of life of the colonies. As it applies to Africa, colonial mentality is a product of African cultural invasion in which, having been exposed to colonial experience for a long time, an average African has internalised foreign ideas and ideals—so much so that she has lost the authentic African ways of life in the process. Using philosophical methods of argumentation and critical engagements, this paper contends that a connection exists between colonial mentality and the observed failure of African universities to efficiently effectuate their relevance as Africa's development partners. The paper identifies four key areas in which colonial mentality plays out most profoundly in African universities, namely, the nature of knowledge produced, the mode of certification, the language of instruction, and research funding. The paper argues that the incursion of colonial mentality in these vital areas continues to impede African universities' capacity to substantively contribute to African development drives and aspirations. Given this close nexus, the paper maintains that African universities may never realise their potential as a critical sector in African development discourse. This qualitative research is based on critical inquiry through a process of identifying, questioning and assessing deeply held assumptions about Western hegemony. The paper concludes that decolonisation in learning spaces can only be a feasible project if it is accorded the seriousness that it deserves by all stakeholders both within and outside the university.