References
- Abubakar, A., & van de Vijver, F. (Eds.). (2017). Handbook of Applied Developmental Science in Sub-Saharan Africa. New York: Springer. https://doi.org/10.1007/978-1-4939-7328-6
- Jackson, B. W. (1976). The function of a black identity development theory in achieving relevance in education for black students (Doctoral dissertation). University of Massachusetts, Amherst. Retrieved from https://scholarworks.umass.edu/dissertations_1/3055
- Nsamenang, A. B. (1992). Human development in cultural context: a Third World perspective. Newbury Park, CA: Sage. https://doi.org/10.4135/9781483326030
- Nsamenang, A. B. (2007). Origins and development of scientific psychology in Afrique Noire. In M. J. Stevens, & D. Wedding (Eds.). Psychology: IUPsyS Global Resource. London: Psychology Press. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.522.4330&rep=rep1&type=pdf
- Nsamenang, A. B., & Lamb, M. E. (1993). The acquisition of socio-cognitive competence by No children in the Bamenda Grassfields of northwest Cameroon. International Journal of Behavioural Development, 16(3), 429–441. https://doi.org/10.1177/016502549301600304
- Nsamenang, A. B., Tchombe, T. M. S., & Sabatier, C. (Eds.). (2019). Manuel des théories et méthodes d’enseignement en Afrique. Programme éducatif génératif pour la formation des enseignants. Paris, France: L’Harmattan.
- Pence, A. R. & Nsamenang, A. B. (2008). A Case for ECD in Sub-Saharan Africa. The Hague, The Netherlands: BvLF. www.bernardvanleer.org
- Serpell (in press). Africentric engagement with child development theory and education: the legacy of Bame Nsamenang. ISSBD Bulletin.
- Serpell, R. & Nsamenang, A. B. (2014). Locally relevant and quality ECCE programmes: Implications of research on indigenous African child development and socialization. Early childhood care and education working papers series, 3. Paris: UNESCO. Retrieved from http://unesdoc.unesco.org/images/0022/002265/226564e.pdf
- Thomas, C. W. (1971). Boys No More. New York: Glencoe Press.