Bernice Monts'eng Khabele is a scholar-practitioner whose work critically interrogates the epistemological foundations of education, governance, and institutional development in Africa. She holds a Master of Education degree and a BA in Public Administration and Sociology. As a CODESRIA AFRIAK Fellow, her research undertakes a comparative analysis of Indigenous pedagogies and Western educational models, examining how colonial epistemic hierarchies continue to shape African curriculum development and knowledge validation systems.

Her work is grounded in decolonial theory, African feminist thought, and indigenous knowledge frameworks, engaging questions of epistemic justice, cognitive sovereignty, and curriculum transformation. She interrogates how African-centered pedagogical traditions rooted in community, orality, relationality, and lived experience can be systematically integrated into formal education systems to bridge intellectual discontinuities produced by Eurocentric models.

Drawing from interdisciplinary foundations in Education, Public Administration, and Sociology, Bernice applies systems theory and governance analysis to the study of curriculum reform, institutional culture, and policy design. Her approach combines critical theory with applied institutional insight, positioning research not merely as academic inquiry but as a tool for structural transformation. Through AFRIAK, she contributes to continental conversations on reclaiming African knowledge systems and advancing contextually grounded, socially responsive educational frameworks.