This article discusses the UNESCO concept of learning city in relation to the peculiarities of the African city. After reviewing earlier theoretical frameworks recommended for the promotion of learning city projects within sub-Saharan Africa, the article comes to the conclusion that those earlier theoretical frameworks are prescriptive. Upon further analysis of the peculiarities of the African city, the article opines that only within a reflexive theoretical framework that is supported by traditional African pedagogies would a learning city project in sub-Saharan Africa succeed.