In this chapter, I employ a Kemetic/Ancient Egyptian notion of sba-t ån s-aqeh maā-t åuah hetep-t shabu (which can be translated into the English Language as “education for generative justice and harmonious integration”) as a way to deneocolonize education in Africa and its Diaspora. I propose the thesis that given the persistently encroaching nature of Western/Eurocentric education, Africans must engage in educational activities that begin from the authentic interests and values of their communities and then develop a harmonious tuning between the educators and learners geared toward returning the maximal values back to the communities. This makes it possible to extend the harmonious integration to many different disciplines and social contexts. In order to support the advanced thesis, after the introduction, the rest of the chapter is divided into four major sections. The first section is on the Kemetic concepts of sba-t (i.e. “education”), s-aqeh maā-t (i.e. “generative justice”), and hetep-t shabu (i.e. “harmonious integration”), the second section deals with the contemporary notions of generative justice; the third section explores sba-t ån s-aqeh maā-t åuah hetep-t shabu in contemporary Africa and its Diaspora; and the final section comprises a brief discussion and a conclusion.