The English Language and the Production of Endogenous Knowledge in Africa: Issues, Limitations and Perspectives for an Authentic African Science

Abstract

The globalization of science has established English as the dominant language of international scholarly communication, creating both opportunities and challenges for the development of African endogenous knowledge. This article examines how the use of English influences the production, dissemination, and recognition of indigenous African knowledge within the broader project of building an authentic African science. The study is based on a critical review of the literature, drawing on to publications published between 1986 and 2024, with a particular focus on Anglophone African contexts, including Nigeria, Ghana, and Kenya. The analysis reveals that English facilitates access to international journals, research funding, and transnational scientific networks, thereby enhancing the global visibility of African researchers. However, the review also identifies recurring mechanisms that constrain the development of endogenous knowledge, including linguistic gatekeeping in academic publishing, the decontextualization of indigenous concepts through translation, and the predominance of Western epistemological frameworks in research evaluation and dissemination. These dynamics often create tensions between international recognition and local relevance. To address these challenges, the article proposes a conceptual framework for authentic African science based on multilingual knowledge production, the integration of endogenous knowledge into research and higher education, and the promotion of bilingual scientific publishing. The framework positions English as a language of mediation rather than domination, enabling African researchers to engage with global scientific communities while preserving local cognitive and cultural traditions. The study concludes that the future of authentic African science depends on balancing international openness with the preservation of Africa’s linguistic and epistemic diversity. By identifying key mechanisms of exclusion and proposing a structured model for multilingual scientific practice, the article contributes to ongoing debates on language policy, knowledge decolonization, and the development of culturally grounded scientific.