<p>Dominant frameworks in global social work education remain deeply rooted in Eurocentric epistemologies that marginalize the lived experiences, knowledge systems, and social realities of the Global South. This conceptual paper locates the struggle for decolonial global social work education in epistemic form by defining the coloniality of knowledge as a dual epistemic order in formerly colonized societies, where colonial institutions shape dominant knowledge forms while communities sustain parallel epistemic worlds through living systems of care and knowledge production. It positions African literature, with close readings of Achebe, Dangarembga, Armah, and Haile, as sites of theory-making and praxis that reveal the epistemic consequences of colonial education and the possibilities of decolonial recovery. It proposes the Epistemic Topology of Decolonization, a diagnostic and generative framework composed of the Replicant, Participant, and Custodian topologies, which conceptualize decolonization as movement within an epistemic field structured by proximity to indigenous epistemological authority and authorship. By connecting literary critique with educational praxis, the paper argues for decolonial curricula grounded in localized knowledge and indigenous epistemologies that formalize embodied African knowledge systems into methods that reflect African realities and reclaim the intellectual sovereignty of educators and students. This paper contributes to a growing movement to decolonize global social work education and foster reciprocal, anti-colonial learning between the Global North and South. Ultimately, it argues that African scholars and students are not mere consumers of borrowed knowledge but authors of decolonial theory and worldmaking pedagogy. In this context, the <i>Beautyful ones</i> are no longer waiting. They are teaching. <i>Class has been in session.</i> The real question is: <i>are we paying attention?</i></p>