The study examines the persistence of Eurocentric bias in historical narratives and academic historiography. Rooted in colonial and imperial ideologies, Eurocentrism has long positioned Europe as the epicentre of civilization and progress while marginalizing the contributions, knowledge systems, and agency of non-European societies. The research explores how this bias is embedded in educational curricula, archival practices, and academic discourse, shaping global historical understanding in ways that reinforce inequality. Through qualitative analysis of textbooks, scholarly literature, and public memory, the study reveals how Eurocentric narratives continue to dominate, despite growing decolonial and postcolonial scholarship. It evaluates contemporary efforts to dismantle this bias, such as inclusive historiography, curriculum reform, and the work of decolonial theorists, highlighting both their progress and limitations. The study calls for a fundamental epistemological shift in how history is written and taught—one that centres pluralistic perspectives, indigenous voices, and non-Western epistemologies. Advocating for a truly global and equitable historiography, the research emphasises the need to reconstruct historical frameworks in ways that reflect the diversity and interconnectedness of human experience.
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