TRENDS IN AFRICA

An African voice in psychology is insignificant, if not, absent.

    Psychology is defined narrowly and excludes African social thought and concepts.

Compared to other regions, psychological research in Africa is incoherent and mimics the West.

    The dominant comparative approach does not foster understanding of Africans in their own terms; it depicts them as failing to
    measure up to Euro-American norms.

Systemic Factors –

    Psychology in general is “too static, too homogeneous, too Euro-American, too ‘white,’ too middle-class, too male, and too
    monocultural” (Gielen & Roopnarine, 2004).  Do the Aka (Pygmies) of southeastern Cameroon qualify as human subjects as do
    middle-class Euro-Americans?
 
    Theories, methods, and “best practices” are imported into Africa as scientifically - "universally" - established.

An Inhospitable Environment –

    Lack of Collegial Interaction (professional associations)
    Incompetent Academic Leadership
    More North-South than South-South Networks
    Political Intrusion
    Prevailing Socioeconomic Conditions/Priorities
    Lack of Cultural Relevance

African Research that Resonates with Africa's Ethnocultural Realities:

    African Journals Online - http://www.ajol.info/
    Durojaiye (1993) - Indigenous psychology in Africa.
    Mpofu (2006) - Theories and techniques for counselors applied to African settings.
    Nsamenang (2004) - Cultures of human development and education: Challenge to growing up in Africa.
    Tape (1993) - Cognitive development in an African environment.

Child Development: An Africentric View

    Background
        
        Desire for and Valuation of Children
    
            More Children = Higher Status
    
    Spiritual and Utilitarian View of Children
    
        Fertility Reflects Ancestral/Divine Blessing
        Children are “Walking Sticks”

    Childrearing as “Cultivation”
    
        A “Plant” (child) Growing in a “Field” (community)
        “Cultivators” (kin) Tend to their “Plants”
    
    “Cultivators” Tend to
            
            Social Responsibility
            Nurturance
            Community Spirit

Social Ontogenetic versus Conventional Development (Nsamenang, 1992)

    The experience of childhood in Africa does not correspond to that described by mainstream psychology.

        An African model of development differs from the more individualistic accounts of Erikson and Piaget.

    Socialization versus Maturation
            
        Stages Based on Changes in Social Functioning
    
        Developmental Tasks
        
            Defined in Terms of Social Norms
            Transition in Style of Social Engagement
            Graduation from One Role to the Next

Conventional Stages

    Prenatal Period
    Neonatal Stage
    Infancy
    Childhood
    Puberty
    Adolescence
    Adulthood
    Old Age & Death

Social Ontogenetic Stages

    I:   Spiritual Selfhood
    II:  Social Selfhood
          The Newborn
          Social Priming
          Social Apprenticing
          Social Entrée
          Social Internment
          Adulthood
          Old Age & Death
    III: Ancestral Selfhood

Example 1 - Cultural expectations of a 9-year-old
Example 2 - Cultural expectations of approaching parenthood

    Assigning Responsibilities Assumes Awareness
    Assigning Responsibilities Assumes Capacity

The Socialization Process

    Mentoring Largely by Older Siblings and Peers through

        Observation
        Imitation
        Creative Action

DISCUSSION:

➢    How can “folk psychology” (maxims and customs) offer insights into phenomena not easily studied by scientific psychology?

➢    What can we learn from African child rearing that would shape youngsters into more socially responsible adults?