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WERA Keynote Address @ CIMIE 2017, 29-30 June 2017, Bilbao, Spain

Monday, July 10, 2017   (0 Comments)
Posted by: Carine Jonker
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WERA Representative, Professor Motlalepule Ruth Mampane (Chair: Education Association of South Africa (EASA)) presented a WERA Keynote Address "Education Psychology Research in challenging post-colonial contexts of South Africa" at the annual conference of Asociaciόn Multidisciplinar de Investigaciόn Educativa. The theme of the 2017 conference was ‘Responsible Research and Innovation’ and was held from 29-30 June 2017 in Bilbao, Spain.


WERA Representatives: Ruth Mampane (Chair: Education Association of South Africa (EASA)) and Rocio Garcia-Carrion (President: Asocición Multidisciplinar de Investigación Educativa (AMIE))

The scope of Educational Psychology focuses on the social context of learning and human development. Special attention is focused on counselling, development in the areas of career, cognitive, socio-emotional, behavior and overall assessment. Over the years, the practice and focus of research and assessment in Educational Psychology in South Africa has centered on adaptation and application of Western Epistemologies, ontologies and theories to local context while marginalizing and ignoring indigenous Psychology practices and beliefs. Research on indigenous Psychology (IP) and Indigenous Knowledge System (IKS) has gained momentum especially with publications by African academics. However, much need to done with the uptake, recognition and adoption IP and IKS to the curriculum and education system, especially as prescribed learning content mirrors and enforce only western epistemologies, ontologies and theories even in 2017 at the expense of IP and IKS. In South Africa alone, academic research on Educational Psychology abounds, however, these resources are not prescribed for academic use by students even though they are addresses contextual and IKS. Not much is known regarding why local educational psychology research is not used to inform learning, build on existing knowledge, and influence change and curriculum towards IP and IKS. In this instance research is not used for transformation (from Western knowledge only focus) towards inclusive and reformative epistemologies, but rather it helps maintain and institutionalize existing Western ideologies. Again, not much is known about the relevance of IP and IKS to curriculum and context of learning and development because there is low uptake and application of these epistemologies in the education system.

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