This paper argues that the "institutionalisation" model used by universities to spearhead the intellectualisation of African languages is a non-starter for taking African languages in new creative directions. The major constraint for African language literary culture is that written output has historically been heavily bent towards conservative themes, in which cultural pride and propriety take centre stage: that is, a literature that speaks to "Good Bantus". I argue that the literary tradition, particularly in schools and universities, has been marked largely by three characteristics: (i) the close linkage between ethnic identity and language; (ii) use of African language as cultural reclamation and pride; and (iii) narratological stagnation and lack of inventiveness in literary production. To bring life into African languages in the academy requires aesthetic inventiveness and transgression. For this to happen, literary regeneration ought to be at the heart of the African language intellectualisation project promoted by the academy.