Theoretical Framework for Decolonising Library and Information Science Education in Nigerian Universities

This study developed a theoretical framework for decolonising Library and Information Science education in Nigerian universities. Decolonisation discourse in higher education calls for the critical interrogation and reconstruction of curricula, epistemologies, and institutional practices that perpetuate colonial legacies. This study employed a critical theoretical research design informed by postcolonial theory and Afrocentric epistemology. Data were gathered through extended qualitative interviews with forty senior LIS academics across six universities in all geopolitical zones, supplemented by systematic analysis of course syllabi and programme accreditation documents from nineteen departments. Findings revealed that LIS curricula in Nigerian universities remain heavily oriented towards Western knowledge frameworks, with minimal integration of indigenous information systems, African archival traditions, or localised professional ethics. The study developed an original decolonisation framework comprising five interconnected pillars: epistemological pluralism, indigenous knowledge integration, Africanised case study pedagogy, local language instruction, and community-centred professional practice. This framework makes an original theoretical contribution to LIS education scholarship in sub-Saharan Africa and provides a practical guide for curriculum reform. Keywords: decolonisation, LIS education, Nigeria, Afrocentric epistemology, curriculum reform.