From a theoretical standpoint, the paper challenges the existing unfair representation of knowledge systems in the African university. We argue that the continued domination of Eurocentric epistemology in African universities at the expense of African indigenous knowledge systems is unjust. We provide evidence of existing models of knowledge across disciplines with the African universities and show that these models range from exclusively Western knowledge to a weak inclusion of African knowledge systems. We critically examine the educational implications of epistemic injustice to the African university and to African development. In the light of that background, we propose de-colonial thinking as a way of re-centring the African knowledge systems for the purpose of relevance and authenticity within the African university.