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Chapter 3 - Psychological Testing and Inclusive Schooling

Issues and Prospects in Central Africa

Published online by Cambridge University Press:  28 July 2022

By
Therese M. S. Tchombe ,
Asangha N. Muki ,
Melem L. Fangwi ,
Lambert S. Wirdze  and
Ndzetar E. Wirmum
Edited by
Sumaya Laher
Sumaya Laher
Affiliation:
University of the Witwatersrand, Johannesburg
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Summary

This chapter sets out to provide a comparative perspective on seemingly incompatible global agendas and efforts to include all children in the general school system, thus reducing exclusion. With an examination of the international testing culture and the politics of inclusion currently permeating national school reforms, this chapter intends to raise a critical and constructive discussion of these movements, which appear to support one another, yet simultaneously offer profound contradictions. The chapter will include a brief history of psychological testing in Central Africa and identify types of psychological tests in use in Central Africa as well as the issues and problems that arise when making use of such psychological tests at both national and local levels. It will shed light on new possibilities for educational improvements in global and local contexts.

Keywords

AfricaAfrique NoireassessmentCameroonCentral AfricaChadhistorypsychologypsychological assessment
Type
Chapter
Information
International Histories of Psychological Assessment , pp. 47 - 58
Publisher: Cambridge University Press
Print publication year: 2022

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