Abstract:

History textbooks play an important role in conveying dominant ideological values through education. This study explored the representations of coloniality of power and knowledge in history textbooks in the Zambian history curriculum for Central African History from 1964-2013. The study used the postcolonial theory as a lens to analyse the power relations in the textbooks. A qualitative research approach and document analysis was used to find the representations of power in the textbooks for Central African history. The study purposively sampled 10 textbooks and data was analysed using thematic analysis. The study's findings, in these textbooks revealed that Eurocentric values were embedded in textbooks for Central African history in Zambia such as the use of Eurocentric periodisation and theories to explain evolution, African societies, colonialism and struggle for independence in Africa. The study's findings can inform the decolonisation process of the history curriculum and reform in Zambia. The study recommends that curriculum designer should pay attention to representations in the history curriculum in Zambia.

Keywords:

Coloniality, Eurocentrism, Central African, History, Textbooks.