That children learn best in their mother language, has been known for several decades. However, the application has been very slow in societies where the mother language of the majority is a Creole language. This is due to what I refer to as an epistemological blind spot emerging from what colonial and neo-colonial education determine to be (real) knowledge, and how those ideological systems designate the languages that are the vehicles of ‘real’ knowledge. Given their historic low status, Creole languages like Jamaican, Haitian Creole, Barbadian, are therefore not seen as proper receptacles of knowledge. In an attempt to unpack the philosophy of language that drives this state of affairs, I explore the historical roots of these views, and the ways in which they undermine and stunt the production, dissemination, and development of indigenous forms of knowledge. Although the paper focuses on Creole-speaking societies of the Caribbean, it can be applied to all regions where Creole languages are spoken and also to other marginalised non-Creole languages.