Decolonizing Academia at MIASA and MECAM: Academic Freedom and Research Ethics in Dialogue

By Julius Dihstelhoff & Agnes Schneider-Musah

On October 10, 2024, scholars from the Merian Centres for Advanced Studies (MIASA and MECAM) gathered at the Legon Campus of the University of Ghana in Accra for a roundtable on “Academic Freedom and Research Ethics: Dynamics in Ghana, Tunisia, and Germany.” As a contribution to the 2024 German Science Year theme “Freedom,” the event provided a platform for lively discussions on key issues in academic practice.

First, MIASA Principal Investigator Dr. Chika Mba (University of Ghana), MECAM Principal Investigator and Vice President of the University of Tunis Prof. Emna Beltaief, and MECAM Executive Council member Dr. André Bank (GIGA) discussed the current conditions in Ghana, Tunisia, and Germany, respectively. Individual blogposts are dedicated to the particular situation in these countries as well as their particular historical contexts in the form of interviews with the individual contributors: Understanding the Evolution and Challenges of Academic Freedom in Germany: Insights from André Bank, Academic Freedom in Tunisia: Historical Contexts and Contemporary Challenges, and a third piece focusing on the dynamics of academic freedom in Ghana. These forthcoming texts will be part of the Academic Freedom series, further examining critical issues across varied regional and historical contexts, and providing nuanced perspectives on how academic freedom is shaped by local histories and evolving political climates.

Additionally, a fourth contribution will address the pressing need to decolonize academia, analyzing the impact of colonial legacies on research ethics and knowledge production—a theme central to the roundtable’s second session. Finally, the third theme of the roundtable examined the roles of the Merian Centres (MIASA and MECAM) in promoting academic freedom and fostering decolonial knowledge production, a focus that will be explored through the various forthcoming contributions.

This introductory text introduces this series of conversations by highlighting insights from the second part, The Impact of Colonial Legacy on Knowledge Production, inviting readers to critically reflect on the future of academic freedom and ethical research. Finally, a number of impactful initiatives and endeavors undertaken by MIASA and MECAM to promote academic freedom and ethical research are highlighted at the end of the report.

Decolonizing Knowledge: Addressing the Colonial Legacy in African Scholarship

Colonial history has deeply impacted knowledge production in Africa, with significant influences from European colonialism, as well as earlier Ottoman and Roman empires. MECAM Director ‘Germany’ Prof. Rachid Ouaissa emphasizes that “the colonial imposition of Western epistemological hierarchies systematically marginalized indigenous knowledge, creating a lasting impact on how knowledge is produced and valued in the region.”

In the case of the Maghreb, the introduction of the French educational system, especially through the école française under the Jules Ferry laws, exemplifies this marginalization. According to Ouaissa, colonial narratives framed the suppression of indigenous knowledge as “civilizational progress,” entrenching Western rationality as the academic standard. This dual structure created tensions between francophone elites influenced by Eurocentric knowledge and arabophone counterparts who promoted Arab and Islamic epistemologies. Ouaissa asserts, “This schism highlights a persistent knowledge hierarchy where European methodologies continue to dominate.”

MIASA Director ‘Germany’ Prof. Mamadou Diawara emphasized the need to engage with what certain scholars call “popular epistemologies” (as defined by F. Nyamnjoh)—ways of seeing and thinking, which are often reduced to “traditional knowledge”, disqualified as such and put into a special category, but at the same time warry about what others call “western epistemologies”, and who simplify dangerously a complex field. He points out that “We have to accept our own incompleteness as scholars and be open to others”.

To address these entrenched systems, academia must implement several strategies. First, it should incorporate indigenous and local knowledge into curricula. Diawara states, “By embedding these perspectives into curricula, we can ensure that non-Western epistemologies are valued equally.” Second, he stresses that “institutions need to recognize and validate non-Western academic profiles by reevaluating rigid criteria that disproportionately disadvantage scholars from diverse educational backgrounds”.

Furthermore, universities should support marginalized scholars and languages by providing more opportunities for publication in native languages. Ouaissa emphasizes that “offering more opportunities for these scholars to publish in their native languages will help decentralize Western dominance in academic discourse.” Collaborative networks between institutions in the Global South, such as those promoted by MIASA and MECAM, should be established to foster mutual support and knowledge co-production rooted in shared postcolonial experiences. Diawara suggests that “establishing networks with African, Middle Eastern, and Latin American institutions can promote mutual support and knowledge co-production rooted in shared postcolonial experiences.”

Finally, hierarchical systems in academia that privilege institutions from the Global North must be dismantled. Ouaissa argues, “It is imperative to include social components in the evaluation of academic institutions to assess how many students from lower social classes gain access to knowledge production.” Decolonization efforts must align with academic freedom and ethical research. Both directors agree that, “Decolonization is not merely an intellectual exercise; it involves a commitment to fostering an environment where all voices can contribute to the discourse.”

Concluding Reflections on Structural Inequalities and Decolonization

In conclusion, we need concerted efforts to redress the structural inequalities that are part of the colonial legacies in Africa. By adopting inclusive strategies and promoting collaboration, academia can pave the way for a more equitable knowledge landscape, enhancing both academic freedom and ethical research practices. In light of this imperative, contributions from former MIASA Director ‘Germany’ Dr. Susann Baller and MECAM’s academic coordinator Dr. Julius Dihstelhoff highlight impactful initiatives and endeavors undertaken by MIASA and MECAM to promote academic freedom and ethical research. A central element of this work is the development of a legal and ethical framework, as represented by MECAM’s “Charter of the Ethics Committee of MECAM.” This charter ensures that research projects are ethically sound while safeguarding the academic autonomy of the center from political or economic influences.

Another important aspect shared by MIASA and MECAM is capacity building. Both centres empower researchers through workshops, events, and training programs, such as Writing and Publication Workshops. Excellent examples include MECAM’s event “Rencontre Ibn Khaldun” which focusses on “Decolonizing Writing.” As MECAM Academic Coordinator Dr. Julius Dihstelhoff notes, “MECAM is committed to fostering a generation of researchers capable of proactively addressing challenges through targeted training and the exchange of best practices.” Former MIASA Director ‘Germany’ Dr. Susann Baller states, it is important to also understand the more complex dynamics and power relations at work in academia and in the definition-making of academic freedom. “We have to think about how we want to create and recreate the university in a way that is not based on rigid hierarchical structures but is more inclusive of diverse voices and which is also sensitive to the frequently encountered issue of power abuse.” An example for creating such a place is the annually organized Female Academic Careers in Africa Workshop at MIASA, now in its seventh year.

Both Merian Centres promote transnational research networks that connect scholars globally to facilitate collaboration and share best practices. By encouraging open-access publications and data sharing in the respective regions, they address information gaps and support ethical knowledge dissemination. Digital security is also a crucial focus, as both centers provide researchers with tools for secure communication and create protected spaces for open discussions on sensitive topics. Efforts to strengthen South-South cooperation—through initiatives like Alumni exchange programs, and the Beyond Boundaries podcast—underscore the centres’ commitment to the ongoing promotion of academic freedom.

Despite positive contributions, both MECAM and MIASA frequently encounter obstacles. Political restrictions in Tunisia, for instance, complicate research on sensitive topics such as authoritarianism and migration. Although MECAM benefits from substantial support from the German Ministry of Education and Research (BMBF) and enjoys considerable freedom in shaping its research agenda, it must carefully manage its funding sources to maintain the integrity of its research. Similarly, political and cultural pressures pose risks. Scholars affiliated with MECAM face potential censorship when questioning dominant norms, especially on politically sensitive topics. These pressures can complicate ethical decision-making in fieldwork and add complexity into research design. In addition to political and cultural challenges, administrative hurdles significantly impact both MIASA and MECAM. Stringent visa regulations, and restricted access to research data hinder academic progress. Scholars associated with the centres often grapple with precarious employment conditions, which undermine the sustainability of long-term research projects.

Despite these challenges, MECAM and MIASA remain committed to advancing academic freedom and ethical research in sometimes challenging environments. Both centres continue to promote transnational research networks, capacity building, and the dissemination of knowledge through open-access publications. They are determined to overcome obstacles and foster an academic landscape that confronts the legacies of the past while aiming at contributing to a more inclusive future.

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About the Authors

Dr. Julius Dihstelhoff has served since May 2020 as Academic Coordinator for the Merian Centre for Advanced Studies in the Maghreb (MECAM), which is based in Tunis. He is also post-doctoral research fellow in the Department of Politics at the Centre for Near and Middle Eastern Studies (CNMS) at Philipps University Marburg. His research focuses on Political Islam and German foreign policy in the Arab world since the so-called Arab Spring, with a special focus on Tunisian transformation processes.

Dr. Agnes Schneider-Musah has served as the Academic Coordinator of the Merian Institute for Advanced Studies in Africa (MIASA) at the University of Ghana since January 2019. A trained linguist, she received her doctoral degree from the University of Freiburg, Germany, in 2015 with a thesis on English in Ghana.

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Citation: Julius Dihstelhoff and Agnes Schneider-Musah, Decolonizing Academia at MIASA and MECAM: Academic Freedom and Research Ethics in Dialogue, in: in: TRAFO – Blog for Transregional Research, 14.11.2024, https://doi.org/10.58079/12okj

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