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Make use of indigenous psychology in schools for social inclusion and equity
The recent murders by teen aged students indicate that the psycho-social foundation of the basic societal institutions consisting of families and schools has hit all time low. The tools like competition, comparison, individualism, wreckless use of technology and discrimination have been breeding social insensitivities and alienations.

The bane of the present day school education is that it subscribes for uniformity and similarity. The respect of diversity and native context are often ignored. There is a need to apply the principles of indigenous and cognitive psychology to education to safe guard the self-esteem of learners and maximize learning outcomes by making education more relevant to the natural context of students.

Teachers as practitioners need to indigenous the approach to learning and evolve interventions for transition of students to their native context to the school context as a part of action research for self-development as professionals and indigenize the approach to learning, especially, in rural and tribal areas.

Use of indigenous psychology as the foundation of school education requires learning on the part of teachers themselves. The teachers need to to learn about the local culture, ways of thinking and feeling and folk ways of  learning so as as to link local cuture with learning and classroom practices.

Thus, Indigenous Psychology is needed to be seen as scientific study of human mind and behaviour that is native and designed for its people. When seen from the educational view point, the instructional practices require taking cultural and contextual compatibility into account for the transaction of curriculum.

Thus, indigenous psychology should be treated both as a discipline and a method for teachers to learn so as to make education relevant to the context of children. Moreover, the wreckless mediation of technology in learning must stop till high school level.

In India, educational application of indigenous psychology yet to find roots to make the classroom instructional practices culturally-appropriate. Many third world psychologists have been emphasize translating people's indigenous and folk knowledge into analytical knowledge, i.e., the indigenization from without and within by the teachers.

In rural India, transition from home-language to school language is an issue that needs to be addressed by using the methods of indigenous psychology by cultural linkage through value-neutral folk songs.

Editorial NOTE: This article is categorized under Opinion Section. The views expressed in this article are solely those of the author and do not necessarily represent the views of In case you have a opposing view, please click here to share the same in the comments section.
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