Abstract This paper explores the complex dynamics surrounding the continuation of Western epistemologies within African educational systems, with a specific focus on Nigerian universities. By drawing from scholarly discourse and personal experiences, the study sheds light on the ongoing struggle to incorporate indigenous knowledge systems into the fabric of knowledge production. It examines the historical roots of this issue, tracing it back to colonialism and the establishment of educational structures designed to serve colonial interests. Using the lens of intellectual imperialism, as conceptualized by Syed Hussein Alatas, the paper analyses the exploitation of local knowledge and the marginalization of indigenous epistemologies in favour of Western methodologies. The paper also explores the lasting impact of neoliberal reforms, which have worsened the marginalization of education in Nigeria. The paper highlights the consequences of intellectual alienation, including the production of non-progressive knowledge and the perpetuation of ideological biases. It also touches upon issues of academic practice, such as citation practices, which reinforce the dominance of Western scholarship. Ultimately, the study calls for concerted efforts to decolonize education and promote the localization of knowledge production, thus paving the way for genuine societal development in Nigeria. Keywords: Decolonization, Intellectual Imperialism, Knowledge Production, Nigerian Universities..