This chapter highlights how colonial institutions, especially Western education through academic knowledge, have helped to sustain the “colonial matrix of power.” Its corrupted nature is reflected in the extrapolation of data from Africa (subaltern culture) and rebranding them as Western, which is to the detriment and exclusion of Africans and a support structure for Western hegemony. The solution to this imbroglio as proffered by the author is “decoloniality,” a process that combats the root of the problem seeking to “dismantle the colonial matrix of power,” and enhancing the practice of “subaltern epistemology,” which is the means to achieve what he referred to as “epistemic liberation.” The systematic process to achieving this is what the chapter sets out to do here: show how the academic sustains the colonial matrix of power, examine the biases associated with ethnography, “deconstructs the researcher’s role in it,” bridge the gap between quality research and subaltern epistemology, and lastly, how to achieve epistemic liberation using autoethnography. Using autoethnography as the methodology, the researcher explains and justifies why the researcher, for a proper interpretation of African cultural ethos, has to be the researched.

This chapter departs from a description of transformation in African language lexicography from a Eurocentric approach where dictionaries for African languages were compiled by foreigners to an Afrocentric approach in which mother-tongue speakers of African languages take responsibility for the compilation of African language dictionaries. A Eurocentric approach to dictionary compilation for African languages refers to the colonial period where dictionaries were mainly compiled by missionaries to fulfil their own lexicographic needs, that is, to spread the gospel. Afrocentric refers to dictionary compilation for African languages in Africa by Africans in a ‘postcolonial society’, that is, projects likely to thrive as compilers have sentimental attachment to it. The main focus in the chapter, however, is on the subsequent required transformation process for multilingual lexicography in Africa from a ‘postcolonial society’ to a ‘globally competitive knowledge society’, mainly in respect of a fresh start to the compilation of reference works in the electronic era. Sesotho sa Leboa (Northern Sotho) is taken as a case in point.