Decolonizing Academic Capitalism: Reimagining Research Ethics and Knowledge Sovereignty in Indigenous Contexts

Nouridin M.

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Decolonizing Academic Capitalism: Reimagining Research Ethics and Knowledge Sovereignty in Indigenous Contexts

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Themes

Cameroon, colonization, capitalism, academic capitalism, decolonization, decoloniality, indigenous knowledge, epistemological justice, higher education, research ethics, academic practices, education

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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.

Introduction
Theoretical Framework and Literature Review
1. Academic Capitalism and Neoliberal Governance
2. Decoloniality and Indigenous Knowledge Systems
3. Research Ethics and Epistemic Justice
4. Cameroon's Higher Education Landscape: Colonial Legacies and Contemporary Challenges
Methodology
1. Research Design and Epistemological Orientation
2. Data Collection Methods
3. Research Sites and Sampling
4. Data Analysis Procedures
5. Ethical Considerations and Methodological Limitations
Findings and Analysis
1. Neocolonial Manifestations of Academic Capitalism
2. Spaces of Resistance and Epistemological Border Thinking
3. Institutional Contradictions and Transformative Possibilities
Discussion: Toward a Decolonial Framework for Academic Practice
1. Reimagining Research Ethics Through Relational Accountability
2. Institutional Transformation Through Epistemic Justice
3. Pedagogical Approaches for Epistemological Border Thinking
4. Beyond Inclusion: Toward Epistemological Transformation
Conclusion and Implications
1. Summary of Key Findings
2. Theoretical Contributions
3. Practical Implications
4. Limitations and Future Research Directions
5. Concluding Reflections

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[...] On the coloniality of being: Contributions to the development of a concept. Cultural Studies, 240-270. Mamdani, M. (2018). The African university. London Review of Books, 40(14), 29-32. Mbembe, A. (2016). Decolonizing the university: New directions. Arts and Humanities in Higher Education, 29-45. Mbuntum, F., Ticha, I., & Nkwenti, L. (2018). Governance of higher education in Cameroon: Examining policy responses to global pressures. Journal of Higher Education Policy and Management, 573-585. Mignolo, W. D. (2011). [...]

[...] References Akume, G. T., & Afutendem, L. N. (2017). University governance in Cameroon: The crisis of autonomy. International Journal of Educational Development 11-23. Cantwell, B., & Kauppinen, I. (Eds.). (2014). Academic capitalism in the age of globalization. Johns Hopkins University Press. Chilisa, B. (2012). Indigenous research methodologies. SAGE Publications. Connell, R. (2007). [...]

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