Abstract

This study examines the persistence of colonial frameworks in contemporary legal education across West African universities and proposes context-driven pedagogical reforms that center African jurisprudence, customary law, and indigenous legal systems. Through comparative analysis of curricula in Nigeria, Ghana, and Senegal, we demonstrate how Eurocentric approaches continue to marginalize local legal traditions. Drawing on decolonial theory and interviews with law educators, we identify key barriers to curriculum reform and propose actionable strategies for integrating African legal philosophies into mainstream legal education. Our findings suggest that decolonizing legal pedagogy requires not only curriculum revision but also institutional transformation, including the recruitment of diverse faculty, development of local case law databases, and partnerships with traditional legal institutions.

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