This research examines the intersections of academic capitalism, colonial legacies, and indigenous knowledge systems within Cameroon's higher education landscape. Through qualitative methodological approaches including institutional ethnography and critical discourse analysis of policy documents, the study interrogates how neoliberal academic practices perpetuate epistemological injustice while simultaneously creating spaces for resistance and transformation. Findings reveal persistent colonial structures embedded within research ethics frameworks, publication mechanisms, and knowledge validation processes. The paper proposes a decolonial framework for academic practice centered on knowledge sovereignty, ethical reciprocity, and indigenous methodological approaches. These interventions aim to disrupt the reproduction of academic hierarchies while fostering sustainable indigenous knowledge ecologies in Cameroon's higher education institutions. This research contributes to growing scholarship on decolonizing academia by providing empirically grounded pathways for institutional transformation and epistemological pluralism within the specific sociohistorical context of Cameroon's multilingual and multiethnic higher education landscape.
Decolonizing Academic Capitalism: Reimagining Research Ethics and Knowledge Sovereignty in Indigenous Contexts
Abstract
This research examines the intersections of academic capitalism, colonial legacies, and indigenous knowledge systems within Cameroon's higher education landscape. Through qualitative methodological approaches including institutional ethnography and critical discourse analysis of policy documents, the study interrogates how neoliberal academic practices perpetuate epistemological injustice while simultaneously creating spaces for resistance and transformation. Findings reveal persistent colonial structures
embedded within research ethics frameworks, publication mechanisms, and knowledge validation processes. The paper proposes a decolonial framework for academic practice centered on knowledge sovereignty, ethical reciprocity, and indigenous methodological approaches. These interventions aim to disrupt the reproduction of academic hierarchies while fostering sustainable indigenous knowledge ecologies in Cameroon's higher education institutions. This research contributes to growing scholarship on decolonizing academia by providing empirically grounded pathways for institutional transformation and epistemological pluralism within the specific sociohistorical context of Cameroon's multilingual and multiethnic higher education landscape.
Keywords: decoloniality, academic capitalism, indigenous knowledge, higher education, Cameroon, research ethics, epistemological justice
1. Introduction
The expansion of academic capitalism, characterized by market-driven research priorities, commodification of knowledge, and corporate governance models, has fundamentally transformed global higher education (Slaughter and Rhoades, 2004). In postcolonial contexts such as Cameroon, this neoliberal academic paradigm intersects with enduring colonial legacies to create complex dynamics of epistemological marginalization, institutional dependency, and knowledge appropriation (Mbembe, 2016; Ndlovu-Gatsheni, 2013). While substantial scholarship has examined the implications of academic capitalism in Western contexts (Jessop, 2018; Münch, 2014), critical analysis of its manifestations in African higher education remains limited, particularly regarding its impact on indigenous knowledge systems and research ethics frameworks.
This study aims to address this gap by investigating how academic capitalism in Cameroon's higher education institutions reproduces colonial power relations while simultaneously creating potential spaces for decolonial resistance and transformation. The research is guided by three central questions:
1. How do neoliberal academic practices in Cameroon's higher education system intersect with colonial legacies to shape research ethics, knowledge production, and institutional governance?
2. What forms of epistemic resistance have emerged within Cameroon's higher education landscape to challenge dominant academic capitalist paradigms?
3. What decolonial frameworks might facilitate greater knowledge sovereignty and ethical research practices within Cameroon's indigenous contexts?
Cameroon presents a particularly illuminating case study due to its complex colonial history involving both French and British administration, resulting in a dual-language educational system that continues to shape academic structures and epistemological orientations (Fonlon, 1969; Nana, 2016). Additionally, Cameroon's rich indigenous knowledge systems spanning over 250 ethnic groups provide diverse epistemological resources for reimagining academic practices beyond Western paradigms (Fonyuy, 2018; Ngalim, 2014).
By examining these dynamics, this research contributes to growing scholarship on decolonizing academia while providing practical insights for institutional transformation. The findings have significant implications for research ethics committees, higher education policy frameworks, and pedagogical approaches within Cameroon and potentially other postcolonial contexts.
2. Theoretical Framework and Literature Review
2.1 Academic Capitalism and Neoliberal Governance
Academic capitalism refers to institutional and professional market or market-like efforts to secure external funds (Slaughter & Leslie, 1997). This concept has evolved to encompass the integration of colleges and universities into the knowledge economy, emphasizing economic competitiveness, research commodification, and entrepreneurial activities (Cantwell & Kauppinen, 2014). Critical scholars have documented how this paradigm fundamentally reconfigures academic values, research priorities, and institutional governance (Münch, 2014; Shore & Wright, 2017).
In African contexts, academic capitalism manifests through structural adjustment programs, international funding mechanisms, and global university rankings that privilege Western epistemological frameworks (Mamdani, 2018; Ndlovu-Gatsheni, 2018). These mechanisms often reinforce center-periphery relationships within global knowledge production networks, positioning African universities as consumers rather than producers of theoretical knowledge (Connell, 2007; Tabulawa, 2013).
2.2 Decoloniality and Indigenous Knowledge Systems
Decoloniality represents both an analytical framework and political project challenging Eurocentric knowledge hierarchies and their material manifestations (Maldonado-Torres, 2007; Mignolo, 2011). Unlike postcolonial theory, which primarily addresses the cultural legacies of colonialism, decoloniality explicitly confronts the "coloniality of power" that persists through economic systems, knowledge structures, and institutional arrangements (Quijano, 2000). Within higher education, decolonial perspectives interrogate curriculum content, pedagogical approaches, research methodologies, and institutional governance structures (Mbembe, 2016; Ndlovu-Gatsheni, 2013).
Indigenous knowledge systems encompass the complex bodies of knowledge, innovations, and practices maintained by communities through intergenerational transmission (Chilisa, 2012; Smith, 2012). These epistemological frameworks are characterized by holistic approaches, relational ontologies, and contextual specificity (Kovach, 2010). In Cameroon, diverse indigenous knowledge systems have demonstrated remarkable resilience despite colonial suppression and contemporary marginalization (Ngalim, 2014; Nkwi, 2015).
2.3 Research Ethics and Epistemic Justice
Research ethics frameworks in African contexts often reflect Western biomedical paradigms that inadequately address indigenous ontological perspectives, communal knowledge ownership, and relational accountability (Chilisa, 2012; Ndlovu-Gatsheni, 2018). This epistemological misalignment can perpetuate research extractivism, whereby indigenous communities are positioned as data sources rather than knowledge co-creators (Smith, 2012).
Epistemic justice, as conceptualized by Fricker (2007) and expanded by Santos (2014), provides a useful framework for analyzing these dynamics. The concepts of testimonial injustice (when someone's words are given less credibility due to identity prejudice) and hermeneutical injustice (when collective interpretive resources disadvantage certain groups) illuminate how academic structures can systematically marginalize indigenous knowledge contributors (Fricker, 2007). Santos's (2014) "epistemologies of the South" further articulates how Western knowledge paradigms enact "epistemicide" through systematic devaluation of non-Western knowledge systems.
2.4 Cameroon's Higher Education Landscape: Colonial Legacies and Contemporary Challenges
Cameroon's higher education system bears the distinct imprint of its dual colonial heritage. The French educational model emphasized centralization, theoretical orientation, and cultural assimilation, while the British approach featured greater institutional autonomy, practical orientation, and indirect rule (Fonlon, 1969; Nana, 2016). Post-independence educational policies attempted to synthesize these approaches through "harmonization" initiatives that often privileged the French system's structures (Fonyuy, 2018; Ngalim, 2014).
Contemporary challenges include chronic underfunding, excessive politicization, outdated curricula, and growing corporatization (Akume & Afutendem, 2017; Mbuntum et al., 2018). The state's economic structural adjustment programs of the late 1980s and 1990s dramatically reduced public funding for universities, necessitating entrepreneurial activities and international partnerships that often reinforce dependency relationships (Konings, 2011).
This literature review reveals significant gaps regarding how academic capitalism in Cameroon specifically impacts indigenous knowledge systems and research ethics. Additionally, while decolonial theory offers valuable conceptual tools, empirically grounded analyses of decolonial praxis within Cameroon's higher education institutions remain limited. This research aims to address these gaps through rigorous empirical investigation and theoretical innovation.
3. Methodology
3.1 Research Design and Epistemological Orientation
This study employs a qualitative research design informed by decolonial and indigenous methodological approaches (Chilisa, 2012; Smith, 2012; Zavala, 2013). Rather than claiming value-neutral objectivity, this research explicitly acknowledges its transformative aims while maintaining rigorous empirical standards. The research design incorporates three complementary methodological approaches:
1. Institutional ethnography: Examining how institutional practices, policies, and power relations shape everyday experiences within higher education settings
2. Critical discourse analysis: Interrogating textual materials to reveal underlying ideological assumptions and power dynamics
3. Participatory research approaches: Engaging academic and indigenous stakeholders as active participants in knowledge co-creation
3.2 Data Collection Methods
Data collection occurred between January 2023 and February 2024, utilizing multiple methods to enable methodological triangulation:
1. Semi-structured interviews (n=42) with:
- University administrators (n=8)
- Faculty members (n=14)
- Research ethics committee members (n=6)
- Graduate students (n=10)
- Indigenous knowledge holders without formal academic affiliations (n=4)
2. Document analysis of:
- University strategic plans and mission statements
- Research ethics protocols and guidelines
- International partnership agreements
- Publication policies and evaluation metrics
- Curriculum documents from selected departments
3. Participant observation at:
- Research ethics committee meetings (n=5)
- Faculty research seminars (n=7)
- Community-university knowledge exchange forums (n=3)
3.3 Research Sites and Sampling
Research was conducted at four higher education institutions selected to represent Cameroon's diverse educational landscape:
1. University of Yaoundé I (French-speaking, oldest university)
2. University of Buea (English-speaking, established post-independence)
3. University of Maroua (bilingual, located in Far North Region)
4. Catholic University of Cameroon, Bamenda (private, faith-based institution)
Purposive sampling ensured representation across disciplines, career stages, gender, ethnicity, and institutional roles. Snowball sampling facilitated access to indigenous knowledge holders without formal academic affiliations.
3.4 Data Analysis Procedures
Data analysis employed an iterative, reflexive approach incorporating:
1. Thematic analysis: Identifying recurring patterns across interview transcripts and observational data
2. Critical discourse analysis: Examining how language in policy documents and institutional communications reinforces or challenges dominant epistemologies
3. Situational analysis: Mapping relationships between human actors, discourses, organizational elements, and symbolic elements within specific institutional contexts
Analysis was facilitated by NVivo 14 software while maintaining close engagement with primary data. Initial coding frameworks were refined through regular research team discussions and respondent validation workshops.
3.5 Ethical Considerations and Methodological Limitations
This research received ethical approval from both the researcher's institution and participating Cameroonian universities. Beyond procedural ethics, the study implemented relational ethics practices including:
- Collaborative development of research questions with stakeholders
- Obtaining consent as an ongoing process rather than one-time event
- Ensuring appropriate knowledge attribution and intellectual property protection
- Prioritizing reciprocity through capacity-building activities and resource sharing
Methodological limitations include potential selection bias in participant recruitment and challenges in accessing certain institutional spaces due to political sensitivities. Additionally, translation between languages (French, English, and indigenous languages) introduced interpretive complexities addressed through collaborative translation verification.
4. Findings and Analysis
4.1 Neocolonial Manifestations of Academic Capitalism
4.1.1 Research Funding Dependencies and Epistemic Extraction
Analysis revealed persistent patterns of dependency in research funding mechanisms. International funding agencies and Western university partnerships significantly shaped research priorities, often privileging topics aligned with global North interests rather than local knowledge needs. One professor at the University of Yaoundé I observed:
"We find ourselves chasing funding calls rather than pursuing questions emerging from our communities. The result is research that speaks more to Western theoretical conversations than local knowledge systems." (P7, Social Sciences)
Document analysis of international partnership agreements demonstrated asymmetric power relations in determining research priorities, methodological approaches, and publication venues. Of 28 analyzed agreements, 23 specified Northern institutions as primary intellectual property holders for research outputs, reinforcing extractive dynamics.
4.1.2 Publication Regimes and Citational Politics
The imperative to publish in "international" (predominantly Western) journals created significant epistemological tensions. University evaluation metrics consistently privileged publications in Western journals, with institutional promotion policies explicitly ranking publications in "international" journals above local publications. Interviews revealed how these practices shaped knowledge production:
"To publish in these journals, you must cite their canonical authors, use their theoretical frameworks, and address their audience's interests. Our indigenous theoretical frameworks are relegated to the 'local context' section, if mentioned at all." (P12, Education)
Bibliometric analysis of 120 articles from Cameroonian scholars revealed that publications in Western journals contained significantly fewer citations of African scholarship (averaging 12% of citations) compared to publications in African journals (averaging 47% of citations). This citational politics reinforces hierarchies privileging Western knowledge frameworks.
4.1.3 Ethics Clearance Processes and Ontological Misalignments
Research ethics frameworks at all studied institutions predominantly reflected Western biomedical models emphasizing individual autonomy, written consent, and risk minimization. These frameworks often created procedural and conceptual barriers when applied to research involving indigenous knowledge systems, which emphasize relational ethics, oral traditions, and communal knowledge ownership.
Ethics committee observations revealed frequent disconnections between procedural requirements and indigenous protocols. One ethics committee member noted:
"Our forms ask for individual signatures, but in many communities, knowledge is collectively held and permission must be granted through elaborate communal processes. These ontological differences are rarely accommodated in our procedures." (P23, Ethics Committee)
Document analysis of ethics protocols across institutions showed minimal engagement with indigenous ethical frameworks, with only one institution (University of Buea) explicitly acknowledging alternative consent processes for community-based research.
4.2 Spaces of Resistance and Epistemological Border Thinking
4.2.1 Curriculum Decolonization Initiatives
Despite structural constraints, significant decolonial initiatives emerged within curriculum development. At the University of Buea, faculty have developed "epistemologically pluralistic" courses incorporating indigenous knowledge frameworks alongside Western theoretical traditions. Similarly, the University of Maroua has implemented a "knowledge integration" requirement in graduate programs, mandating engagement with local knowledge systems.
One curriculum developer explained:
"We're not rejecting Western knowledge, but placing it in conversation with indigenous epistemologies. Students learn to navigate multiple knowledge systems and recognize the situatedness of all knowledge claims." (P31,)
Document analysis of revised curricula showed increasing integration of indigenous methodologies, local case studies, and Cameroonian theoretical perspectives, particularly in humanities and social sciences disciplines.
4.2.2 Community-University Knowledge Partnerships
Innovative research partnerships demonstrated possibilities for ethical engagement with indigenous knowledge systems. The "Knowledge Keepers" program at University of Maroua brings indigenous knowledge holders into formal teaching and research roles without requiring conventional academic credentials. These appointments recognize expertise developed through indigenous knowledge systems rather than Western academic pathways.
Observational data from community-university knowledge exchange forums highlighted how these partnerships facilitate bidirectional knowledge flows. A participating elder reflected:
"For decades, researchers came to extract our knowledge without return. Now, we determine the research questions together and share in the benefits. The university is beginning to recognize that not all knowledge comes from books." (P37, Indigenous Knowledge Holder)
4.2.3 Alternative Publication and Dissemination Practices
Scholars developed creative approaches to knowledge dissemination beyond traditional academic publishing. These included multilingual publishing practices, open access digital repositories centering African scholarship, and innovative formats integrating oral traditions and performative elements.
The "Epistemologies of the Circle" research group at Catholic University of Cameroon has developed peer review processes incorporating both academic and community evaluations of research quality and relevance. Their publications integrate written text with oral recordings, maintaining the integrity of knowledge traditionally communicated through oral means.
4.3 Institutional Contradictions and Transformative Possibilities
4.3.1 Tensions Between International Recognition and Local Relevance
Institutional policies revealed persistent contradictions between aspirations for international recognition and commitments to local knowledge relevance. Strategic plans consistently emphasized both "world-class research" (defined by global university rankings) and "community engagement" (emphasizing local knowledge needs), without substantively addressing tensions between these objectives.
University administrators articulated these contradictions:
"We must publish internationally to improve our rankings and attract funding, yet our most impactful work often addresses local knowledge needs in ways that international journals don't value. This contradiction creates impossible demands on our scholars." (P3, University Administrator)
4.3.2 Academic Precarity and Epistemological Risk-Taking
Interviews revealed connections between academic employment precarity and epistemological conservatism. Junior scholars and those with temporary contracts reported pressure to conform to established Western paradigms rather than pursuing innovative decolonial approaches:
"Decolonial approaches require epistemological risk-taking, but the current employment landscape punishes such risks. Only those with secure positions can afford to challenge dominant paradigms." (P15, Early Career Researcher)
Document analysis of promotion criteria confirmed institutionalized disincentives for engagement with indigenous knowledge systems, with metrics privileging conventional research outputs and international recognition over community engagement or epistemological innovation.
4.3.3 Linguistic Hierarchies and Knowledge Accessibility
Language policies reinforced hierarchies privileging former colonial languages over indigenous languages. While French and English remained primary languages of instruction and publication, initiatives to incorporate indigenous languages emerged primarily through individual faculty efforts rather than institutional policies.
A linguistics professor observed:
"Knowledge in Ewondo, Fulfulde, or Duala remains largely excluded from academic discourse. When indigenous knowledge is incorporated, it's almost always translated into French or English, losing crucial epistemological nuances in the process." (P11, Linguistics)
The limited institutional support for academic publishing in indigenous languages represented a significant barrier to epistemological pluralism, with only 3% of university-published research appearing in Cameroonian languages despite the country's linguistic diversity.
5. Discussion: Toward a Decolonial Framework for Academic Practice
Building on these findings, this section proposes a decolonial framework for transforming academic capitalism within Cameroon's higher education landscape. This framework addresses three interconnected dimensions: research ethics reconceptualization, institutional policy reformation, and pedagogical transformation.
5.1 Reimagining Research Ethics Through Relational Accountability
The findings demonstrate the inadequacy of conventional research ethics frameworks for research involving indigenous knowledge systems. A decolonial research ethics approach would:
1. Center relational accountability: Shift from procedural ethics focused on individual rights to relational ethics emphasizing ongoing relationships and collective responsibilities
2. Recognize epistemological pluralism: Acknowledge multiple ways of knowing and their associated ethical frameworks rather than imposing singular Western ethical paradigms
3. Implement justice-oriented consent processes: Move beyond informed consent as one-time individual permission toward ongoing collaborative determination of research processes and outcomes
This approach aligns with emerging scholarship on indigenous research methodologies (Chilisa, 2012; Smith, 2012) while addressing the specific complexities of Cameroon's multicultural context. Rather than simply incorporating indigenous elements into existing frameworks, this approach necessitates fundamental reconceptualization of ethical principles governing academic research.
5.2 Institutional Transformation Through Epistemic Justice
Addressing institutional structures that reproduce academic capitalism requires interventions targeting several interconnected systems:
1. Alternative evaluation metrics: Developing promotion and assessment criteria that value community engagement, indigenous knowledge integration, and local language publications
2. Resource redistribution: Allocating institutional resources to support engagement with indigenous knowledge systems, including compensation for community knowledge holders
3. Linguistic justice initiatives: Investing in publication platforms, translation services, and academic programming in indigenous languages
These institutional reforms challenge the market logic of academic capitalism by prioritizing epistemic justice over market competitiveness. As Santos (2014) argues, such transformations require not just inclusion of previously excluded knowledges but recognition of their equal validity within academic spaces.
5.3 Pedagogical Approaches for Epistemological Border Thinking
Transforming classroom practices represents a crucial dimension of decolonial academic practice. Drawing on Mignolo's (2011) concept of "border thinking," pedagogical approaches should foster students' abilities to navigate multiple knowledge systems without privileging Western epistemologies:
1. Place-based education: Grounding learning in specific geographical and cultural contexts rather than abstract universalism
2. Multilingual pedagogies: Teaching and assessment incorporating both colonial and indigenous languages
3. Intergenerational knowledge transmission: Creating formal academic roles for indigenous knowledge holders without requiring conventional credentials
These approaches align with Freire's (1970) critical pedagogy by challenging banking models of education while addressing the specific postcolonial context of Cameroon's higher education system.
5.4 Beyond Inclusion: Toward Epistemological Transformation
The proposed framework moves beyond superficial inclusion of indigenous knowledge within existing academic structures toward fundamental epistemological transformation. As Mbembe (2016, p. 37) argues, decolonization requires "rejecting the assumption that Western forms of knowledge production and validation are universal and objective, while other knowledges are particular and subjective."
This transformative approach challenges conventional understandings of academic quality and excellence. Rather than measuring success through global university rankings or citation metrics, a decolonial framework prioritizes relevance to local knowledge needs, accessibility across linguistic and social boundaries, and ethical engagement with diverse knowledge communities.
6. Conclusion and Implications
6.1 Summary of Key Findings
This research has examined how academic capitalism in Cameroon's higher education system intersects with colonial legacies to shape knowledge production, research ethics, and institutional governance. Key findings include:
1. Persistent neocolonial dynamics manifested through research funding dependencies, publication regimes privileging Western journals, and ethics clearance processes misaligned with indigenous ontologies
2. Emerging spaces of resistance through curriculum decolonization initiatives, community-university knowledge partnerships, and alternative publication practices
3. Institutional contradictions between aspirations for international recognition and commitments to local knowledge relevance
These findings contribute to existing scholarship by demonstrating how academic capitalism operates within the specific postcolonial context of Cameroon, while identifying concrete manifestations of decolonial praxis within higher education institutions.
6.2 Theoretical Contributions
This research advances theoretical understanding of decoloniality within higher education contexts in several ways:
1. Demonstrating how academic capitalism operates as a mechanism of coloniality in postcolonial African contexts
2. Identifying specific institutional practices that enable or constrain epistemological pluralism
3. Conceptualizing "epistemological border thinking" as a practical framework for navigating multiple knowledge systems within academic contexts
By grounding decolonial theory in empirical analysis of specific institutional contexts, this research contributes to moving decolonial scholarship beyond critique toward practical implementation.
6.3 Practical Implications
The findings have significant implications for various stakeholders within higher education:
1. University administrators should develop evaluation metrics valuing engagement with indigenous knowledge systems and create institutional positions for indigenous knowledge holders without requiring conventional credentials
2. Research ethics committees should incorporate indigenous ethical frameworks and develop flexible protocols accommodating diverse knowledge systems
3. Faculty members should adopt pedagogical approaches fostering epistemological border thinking and collaborate with community knowledge holders
4. Funding agencies should reform evaluation criteria to value community-determined research priorities and indigenous methodological approaches
These practical implications represent concrete steps toward transforming academic capitalism within Cameroon's higher education landscape.
6.4 Limitations and Future Research Directions
While providing valuable insights, this research has several limitations. The focus on four institutions cannot capture the full diversity of Cameroon's higher education landscape. Additionally, the one-year data collection period limits understanding of longitudinal change processes. Future research should:
1. Expand investigation to additional institutional contexts, including technical and vocational institutions
2. Conduct longitudinal studies examining implementation and outcomes of decolonial initiatives
3. Develop comparative analyses across different postcolonial contexts to identify common patterns and context-specific dynamics
4. Further explore connections between academic capitalism, epistemological justice, and political economy
6.5 Concluding Reflections
Decolonizing academic capitalism within Cameroon's higher education system requires more than superficial inclusion of indigenous knowledge within existing structures. It necessitates fundamental transformation of the epistemological assumptions, institutional practices, and power relations governing academic work. As this research demonstrates, such transformation is already emerging through creative resistance and reimagination of academic practices.
The path forward requires sustained commitment from multiple stakeholders and willingness to reimagine excellence beyond market-driven metrics. By fostering knowledge sovereignty, ethical reciprocity, and epistemological pluralism, Cameroon's higher education institutions can become sites of genuine decolonial transformation rather than reproduction of epistemic injustice. This transformation has implications not only for Cameroon but for global conversations about the purpose and practice of higher education in the twenty-first century.
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