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Guest editor’s introduction: The task of Africanising the philosophy curriculum in universities in Africa

It is an honour and indeed a privilege to be the guest editor of this special issue of the South African Journal of Philosophy. I consider this introduction to the issue to be motivated by one principal reason: the need to contextualise the articles that appear in this issue. I believe that such contextualisation will, among other things, highlight the difficult task or problematic that we, whether as academics, students, researchers, policymakers, administrators, educationists, and other stakeholders, encounter as soon as we begin to talk about Africanising the philosophy curriculum in universities in Africa. While some of the articles provide some recommendations about how to go about the Africanisation project, and what to include in an Africanised philosophy curriculum, other articles ask questions with regard to whether such obligations exist, and, if they do, who has them and how extensive they are. And still others point us to either some challenges in respect of the Africanisation project or worry about whether some of the traditional approaches and proposals to Africanisation that are generally bandied around are not wrongheaded, namely whether these approaches and proposals are not pointing or leading us the wrong way, or whether we are not mistaken in the way that we are going about this business of Africanisation.