A key contention underpinning both the motivation for producing this book and our approach is that Africa, particularly Sub-Saharan Africa (SSA), has been the focus of Western-led research across multiple disciplines. The methods used and knowledge gained are often influenced by Western rather than African perspectives. While the outcomes of such research have contributed to recognisable national policies in the region, most research methodologies employed are Western-centric, often viewing Africa as a problem or a place without credible methods or processes of knowing. The persistent use of Western-centric theories and expertise has proven inadequate in providing a holistic understanding, leading to unsuitable theories, practices, and less pragmatic or sustainable solutions to various problems (i.e., political, social, and economic) on the continent. Moreover, African Indigenous knowledge systems are increasingly viewed as sources of knowledge, truths, and epistemic value in decolonising the curriculum. Yet, very little is known or recognised about suitable subaltern methodologies for researching SSA and the relevance of such Indigenous methods/processes in uniquely framing the epistemology/content of modern studies on the continent. This book suggests that methodologies utilised in SSA studies should originate from and align with the day-to-day processes of knowing (e.g., indigeneity, positionality, ethics, ceremony, botho, orality, silence, and joking relationships) that are often employed among major ethnic groups in South Sudan, Northern Uganda, Kenya, Botswana, Nigeria, and Ghana. Our overall aim in this edited book is to address these deficiencies in both the theoretical and methodological research literature. As such, this book seeks to contribute to nuanced research methods and processes, indigeneity, and decolonising research methods.