Keywords
epistemic justice
reflexivity
sustainable development
transformative education
How to Cite
Abstract
The accelerating pace of global change, digital innovation, and ecological crisis has prompted growing demands for a rethinking of education’s foundational purposes. This paper explores the complex relationship between knowledge and power in the context of transformative education, emphasizing how power relations shape what counts as legitimate knowledge, whose voices are included, and how educational institutions contribute to (or resist) social transformation. Drawing on critical pedagogy, post-structuralist theory, and decolonial epistemologies, this analysis critiques the traditional university model grounded in linear knowledge transfer and disciplinary silos. It advocates for a reflexive paradigm that repositions educators as co-creators of knowledge, working collaboratively across institutional, disciplinary, and social boundaries. The aim is to critically examine how power is exercised and negotiated within contemporary educational systems, and to explore pathways for constructing more inclusive and future-oriented models of knowledge. Special attention is given to how digital transformation can be used not merely as a tool of efficiency, but as an instrument for redistributing epistemic authority and cultivating civic agency. Grounded in examples from African higher education systems, this analysis foregrounds tensions between innovation and inequality, and between institutional inertia and foresight. This paper invites a broader conversation about the ethical, political, and pedagogical responsibilities of education in the 21st century and contributes to the evolving discourse on transformative education by offering a vision rooted in epistemic justice, participatory knowledge-making, and socially responsive learning ecosystems.
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