Beyond access to freedom
Academic freedom in African higher education has been a longstanding demand, yet its realisation remains inconsistent. Although universities have demonstrated progress in advancing gender equality, women scholars continue to encounter structural and cultural barriers that shape their academic experiences. Many institutions have adopted inclusivity policies, but these frequently coexist with entrenched patriarchal traditions that restrict women’s agency and recognition. While affirmative action initiatives and recruitment efforts have increased female representation, they have also generated tensions, including allegations of favouritism and persistent assumptions regarding women”s (lesser) intellectual capabilities.
The central issue extends beyond access to encompass the quality and significance of representation. Although women’s participation in academia is frequently celebrated as progress, their visibility can become burdensome when shaped by patriarchal expectations that require conformity to male-defined norms. Achieving gender equity necessitates moving beyond numerical inclusion to address the underlying politics of voice, recognition, and epistemic authority.
Representation and the weight of expectation
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Representation in academia often imposes on women the implicit expectation to symbolise collective progress. Female academics are frequently viewed as representatives of all women, rather than as individuals with unique intellectual pursuits. This symbolic responsibility creates significant psychological and social pressures. In the chapter Gender, Disability and Rurality in the African University Milieu Ndofirepi notes that postcolonial African universities continue to reflect colonial knowledge hierarchies, where gender and race influence perceptions of intellectual legitimacy. In this context, women’s achievements are highly visible yet often undervalued.
Catherine Kiprop emphasised in her work presented at the CODESRIA-University of Dar es Salaam Conference on Academic Freedom that cultural expectations intensify the challenges faced by women. In many African societies, leadership and intellectual authority are still predominantly associated with masculinity, relegating women to subordinate roles in both domestic and professional contexts. Balancing professional and family responsibilities is particularly demanding for women lacking institutional or spousal support, resulting in limited time for research, writing, and conference participation; key factors in academic advancement. This dual burden often leads to evaluations based on criteria that fail to account for women’s disproportionate responsibilities. Promotion systems that prioritise research output while undervaluing teaching and mentorship, areas where women frequently excel, perpetuate structural inequities and hinder their career progression.
Hidden barriers: culture, networks, and micro-inequities
Institutional culture exerts a significant, though often subtle, influence in sustaining gender inequality. Informal networks such as conference circuits, social events, and mentorship relationships frequently serve as gatekeepers to influence and opportunity. Due to prevailing social and cultural restrictions, women are often excluded from these networks. In numerous academic environments, informal decision-making takes place in venues such as bars or exclusive clubs, which are typically deemed unsuitable for women’s participation. Such exclusion restricts access to professional opportunities and reinforces perceptions of female intellectual inferiority.
Aiston and Fo’s work, involving interviewing 35 women at prominent academic institutions, argues that the “silencing” of academic women occurs through micro-inequities: subtle, everyday acts of disregard or marginalisation that collectively foster a culture of exclusion we also see in African universities. Women are more frequently interrupted in meetings, have their ideas attributed to male colleagues, or see their achievements dismissed as products of affirmative action rather than merit. Although these incidents are often too minor for formal reporting, they significantly undermine confidence and a sense of belonging. Promoting strategies such as encouraging women to “speak up” or “lean in” without addressing these micro-level dynamics fails to confront the systemic origins of inequality. As Aiston and Fo contend, institutional silence functions not simply as the absence of speech but as a disciplinary mechanism that preserves existing hierarchies.
To address these invisible barriers, there is a need for an institutional culture of accountability and awareness. Simple procedural reforms such as alternating genders in speaking opportunities, instituting anonymous reporting mechanisms, or recognising micro-affirmations can help rebalance participation. More importantly, cultivating “active bystanders” who challenge discriminatory behaviour can transform academic environments from within, making equity a collective rather than an individual responsibility.
Knowledge, voice, and the politics of visibility
The politics of representation extends beyond staffing figures and promotion rates to the core of knowledge production. The global academic landscape is increasingly influenced by market-driven priorities, sidelining various marginalised groups in knowledge production. Beatrice Akala, in her chapter Theorising Feminist Voices in the Curriculum in an African University, contends that African universities continue to privilege Western epistemologies, thereby marginalising gender, indigenous and feminist perspectives. Curricula across disciplines frequently perpetuate patriarchal and colonial viewpoints, which erase or diminish the intellectual contributions of African women. Consequently, academic women face challenges not only in achieving institutional recognition but also in attaining epistemic legitimacy.
The politics of visibility raises essential questions regarding whose knowledge is valued and whose perspectives are systematically excluded. Feminist scholars argue that genuine inclusion requires more than simply adding women to existing frameworks; it necessitates re-examining the definition, validation, and production of knowledge. Frequently, even when women’s perspectives are included, they are regarded as supplementary rather than foundational. This “add-and-stir” approach fails to challenge the patriarchal structures embedded within academic disciplines.
Furthermore, the representation of women’s experiences is frequently mediated through Eurocentric feminist theories that inadequately reflect African realities. Feminist scholarship must consider cultural, historical, and identity differences to prevent substituting one form of epistemic dominance for another. The lack of Black and African women’s perspectives in mainstream feminist discourse illustrates how visibility can persist alongside exclusion. The objective, therefore, is to create heterogeneous spaces where diverse feminist voices can coexist and challenge prevailing paradigms.
Reimagining the academy: gender studies and feminist pedagogy
The expansion of Women’s and Gender Studies programmes represents a significant transformation in African higher education. Mama identified 30 African universities that champion the cause of Gender Studies. Among them, the University of South Africa had the most sites for Gender and Women’s studies, with nine out of 27 of its universities offering various courses as of 2005. Catherine Kiprop explains that these disciplines emerged as both intellectual and political projects, providing spaces for women to theorise their experiences and critically examine the structures that sustain inequality. Women’s Studies challenges the masculinist orientation of traditional academia by advancing feminist pedagogies that emphasise collaboration, reflexivity, and social justice.
Implementing critical feminist pedagogy extends beyond curriculum reform. It necessitates transforming classroom dynamics to interrogate power relations, encouraging students to critically examine the manifestations of patriarchy within knowledge systems, and promoting methodologies that centre women’s experiences as legitimate sites of enquiry. These strategies enable both students and scholars to recognise the interconnections between gender, knowledge, and institutional culture. In this way, they establish a foundation for an academy that regards inclusivity as a fundamental intellectual principle rather than a symbolic gesture.
Pathways to change: advocacy, mentorship, and collective action
Transforming institutional cultures requires both policy changes and practical interventions. Research that uncovers gender inequalities within universities supplies evidence for reform, while advocacy maintains public focus on these issues. Visibility campaigns that showcase women’s achievements can counter stereotypes and challenge the notion that leadership and scholarship are inherently masculine. Collaborations among universities, women’s organisations, and student groups can form effective coalitions for change.
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Mentorship is a highly effective strategy for advancing women’s careers. Structured programmes that connect emerging scholars with senior mentors facilitate navigation of institutional hierarchies, foster confidence, and broaden professional networks. Equally critical are gender-sensitive policies in hiring, promotion, and tenure that guarantee transparent and equitable evaluation processes. Inclusivity should be integrated into the institutional fabric, rather than approached as an external or temporary measure.
Male academics also play a vital role in advancing gender equity. Engaging men as allies can help dismantle patriarchal norms and position gender equity as a collective concern rather than solely a women’s issue. Initiatives such as awareness workshops, gender-sensitivity training, and inclusive leadership programmes can cultivate a more supportive academic culture in which equality is standard practice.
Conclusion: towards epistemic and institutional freedom
The burden of representation experienced by women in (African) academia reflects both institutional and epistemic injustices. Their struggle extends beyond attaining positions to transforming the significance of those roles. Authentic representation necessitates that women’s voices are heard, their knowledge valued, and their presence normalised. Silence is not simply the absence of speech but a manifestation of power; overcoming this silence requires structural transformation rather than reliance on individual resilience.
Higher education institutions can fulfil their promise as spaces of freedom and justice only by reimagining academic cultures through inclusive pedagogy, critical reflection, and collective accountability. The future of African higher education depends not merely on granting women access but on transforming institutional foundations to ensure that their voices are heard, their ideas influence discourse, and their presence redefines the nature of knowledge.
Anita Zembadaga Sackyi is a PhD candidate in African Studies at the University of Basel, with a research focus on teacher education policy and curriculum implementation. She has eight years of experience teaching English and Literature and now concentrates on educational research, particularly issues surrounding teacher preparation.