The architecture of knowledge in African societies has long been shaped by power structures—historically controlled by elites, transmitted through oral traditions, and later disrupted by colonial systems. Today, the crisis in education extends beyond mere access; it is a crisis of pedagogy, infrastructure, and intellectual formation. Public schooling in many African nations is failing, and the fundamental question remains: Can technology serve as a true equalizer in learning, or will it merely reproduce existing disparities in new forms?

In this episode, I engage with Boye Oshinaga, CEO of Gradely and Mastercard EdTech Fellowship recipient (2023), to interrogate the role of technology in reshaping Africa’s educational landscape. We delve into:

🔹 The philosophical and structural limitations of current EdTech models—can they move beyond content delivery to foster critical thinking, problem-solving, and values like collaboration?
🔹 The viability of replacing brick-and-mortar schools in contexts where public education is failing—can digital learning alone suffice?
🔹 The paradox of access—how does technology circumvent or reinforce historical patterns of exclusion given persistent infrastructure and economic barriers?
🔹 The role of AI in redefining teaching—will it complement, replace, or marginalize educators in African classrooms?

This discussion is not just about education; it is about the epistemic foundations of Africa’s future. What we choose to do—or fail to do—will define whether Africa’s intellectual potential is unlocked or remains constrained by historical inertia.