A. Bame Nsamenang
Link to new website
Nsamenang is an associate professor of psychology and learning
sciences at Yaoundé University ’s Advanced School of Education [ENS Bambili campus],
Cameroon . He also co-founded and directs the Human Development
Resource Centre (HDRC), a research and service facility in
B. Research and Strategic Positioning
Bame Nsamenang has taken up the challenge sub-Saharan
African scholars face to connect their academic and
professional knowledge, skills and values to the apologetic state of their
communities and Afrique Noire. His research interests are on human
development in lifespan perspective, with special attention on
Nsamenang’s theoretical position anchors on
interactive contextualism and biological embedding, as the foundational
determinants of human development, health, and social competencies. Bame’s
lifetime commitment is to contribute to international psychological
scholarship, albeit through an Africentric psychology in general and relevant human
services psychology in African cultural circumstances in particular. In
pursuit of these purposes, Bame is into extensive local, national and
international scientific as well as civil society networks. He is
arguably one of
Bame’s scientific networking extends to academic mentoring of graduate academic work, sans frontiers, as he sometimes guides graduate research / internship and sits on thesis defence panels across his national borders. View, for example, the Open Ecosystem Forum at: http://www.openecosystem.org/_invite/join.php?invitecode=ia9qdcdy
C. Applied Expertise
Over the years,
Bame is making and has made valuable contributions to UNICEF, UNESCO and WHO as
consultant and in commissioned work, at both national and global platforms. In
addition, his expert input enhances the proficiency of FBOs (faith-based
organizations), CBO/CSOs (community-based and civil society organizations) and
some local and international NGOs in
D. Affiliations and Awards
Bame is on the
Consultative Board of the International Journal of Psychology, the Journal
of Psychology (2006-2010), and was on the editorial boards of the International
Journal of Behavioral Development (1998-2002), Human Development
(1998-2002), Journal of Cross-Cultural Psychology (1994-2005) and Journal
of Psychology in Africa (1993-2006). He is Ad Hoc Adviser to the EC of the
International Society for the Study of Behavioral Development (ISSBD) and
served on the Board of Directors of the International Association of Applied
Psychology (1998-2006). He is Fellow of the Center for Advanced Study in the
Behavioral Sciences (2002-2003), a Fogarty Fellow of the U.S. National
Institutes of Health (1987-1990) and a Nehru Chair Visiting Professor at
E. Current Interests and Future Commitments
His current interests and future commitments are to:
i) Contribute to the generation of the research-based datasets for an Africentric perspective to developmental science (Nsamenang, 1992, 2005, Nsamenang and Lamb, 1994)
ii) Chart the contours of
responsible intelligence in
iii) Network to enhance, disseminate, and input Africentric psychological knowledge into the discipline’s knowledge base.
F. Needed: Research / Project Funding, Supportive Resources and Partnerships / Collaborative Ventures
Having “refused” to become one of Africa’s ‘brain-drain statistic’, Bame who endeavors to achieve the above-identified ambitious goals from his low-resource base in Cameroon, Africa, is in dire need of funding and resources to push his scientific and service agendas forward. Thus, he fervently appeals for supportive affiliation and partnership, charity, financial and material assistance, and donations to follow through his vision, as highlighted herein.
Nsamenang, A.B. (2009). Cultures of early childhood
care and education. In M. Fleer, M. Hedegaard,
& J. Tudge (Eds.), World Yearbook of Education 2009: Childhood studies and the impact of
globalization: Policies and practices at global and local levels (pp.
Nsamenang, A.B. (2009). In E.L.Grigorenko
(Ed.), Multicultural Psychoeducational Assessment (pp. 95-131).
Pence, A.R. & Nsamenang, A.B. (2008). A Case for ECD in Sub-Saharan
Nsamenang, A.B. (2008a). (Mis)Understanding ECD in
Nsamenang, A.B. (2008b). Agency in early childhood
learning and development in
Nsamenang, A.B. (2008c). In a globalized context, local culture must be the anchor of identity. Interview on Sense of Belonging. Early Childhood Matters, 111, 13-17. www.bernardvanleer.org
Nsamenang, A.B., Fai, P.J., Ngoran, G.N., Ngeh, M.M. Y., Forsuh, F.W.
Adzemye, E.W. & Lum, G.N. (in press). Ethnotheories of developmental
learning in the Western Grassfields of Cameroon. In P.R.
Dasen & A. Akkari (Eds.), Educational theories and practices from the
majority world (pp. 49-70).
Nsamenang, A. B. (2007). (Mis)Understanding ECD
F.N. Fru, & M.A. Browne (2007). The
roots of community psychology in Cameroon. In S.M. Reich, M. Riemer, I. Prilleltensky, &
M. Montero (Eds.), International community psychology: History and theories
Nsamenang, A.B. (2007). Origins and development of scientific psychology in Afrique Noire. In Wedding, D., & Stevens, M. J. (Eds.). (2007). Psychology: IUPsyS global resource (Edition 2007) [CD-ROM]. International Journal of Psychology, 42(Suppl. 1). http://www.psypress.com/iupsys/contents.asp.
Nsamenang, A.B. (2007). A Critical Peek
at Early Childhood Care and Education in
Nsamenang, A.B. (2006). Cultures in early childhood care and education. Background paper for EFA Global Monitoring Report 2007.
Strong foundations: Early childhood care and education.
Nsamenang, A.B. (2006). Human Ontogenesis: An Indigenous African View on Development and Intelligence. Special issue on Indigenous Psychologies. International Journal of Psychology, 41, 4, 293-297.
Nsamenang, A. B. (2005). Educational development and knowledge flow: Local and global forces in human development in Africa. Higher Education Policy, 18, 276-288.
Nsamenang, A.B. (2005). Developmental Psychology: Search for a
(2005). (i) African
Culture, Human Ontogenesis within (pp. 58-61) and (ii) African Family
Traditions, Education in (pp. 61-62). In Fisher, C., & Lerner, R. (Eds.), Encyclopedia of Applied
(2005). The intersection of traditional African
education with school learning. In Swartz,
Nsamenang, A.B. (2004b). Cultures of human development
and education: Challenge to growing up African.
Stanford (CASBS) Fellowship Year project.
Nsamenang, A.B. (2004a). The
teaching-learning transaction: an Africentric approach to educational
(2003). Conceptualising Human Development and
Education in sub-Saharan Africa at the Interface of Indigenous and Exogenous
Influences. In T.S. Saraswathi (Ed.), Cross-cultural perspectives
in human development: Theory, research, and practice.
Nsamenang, A.B. (2002). Adolescence in Sub-Saharan Africa: Images
A.B. (2001). Perspective
africaine sur le développement social: Implications
pour la recherche développementale interculturelle. In C. Sabatier
& P.R. Dasen (Eds.), Cultures, Développement
et Education: Autres enfants, autres écoles.
Nsamenang, A.B. (2001). Indigenous view on human
development: A West African perspective. In Neil J. Smelser & Paul B.
Baltes (Eds. -in-Chief), International
Encyclopedia of the Social and Behavioral Sciences.
Nsamenang, A.B. (2000). Critical Psychology: A
sub-Saharan African Voice from
Nsamenang, A.B. (2000). Fathers, Families, &
Child Well-Being in
Nsamenang, A. B. (1999). Eurocentric image of childhood in the context of the world's cultures. Essay review of "Images of childhood". Human Development, 42, 159-168.
Nsamenang, A.B. (1999). Human
development: An Educational perspective.
Nsamenang, A.B, & P.R. Dasen (Guest
Special Issue of the Journal of Psychology in Africa, 1, No. 5 on
"Child development and national development in
Nsamenang, A.B. (1992). Human
development in cultural context: A