Teachers needed to be trained in practice of indigenous psychology and local dialect to teach well

The bane of the present day school education is that it subscribes for uniformity and similarity which are against the principles of equity and inclusion.

Often, any education policy when it to approved, often teachers laud it and ride the band-wagon. However, implementation, which requires new behavior and hard work is shirked. The same happened with the policy of 1986 which has been declared a failure.

The studies have proved that teacher educators are the worst learners followed by the teacher. Changing the mindset of educators, teachers and system mangers is the most up-hill task which can lead to the success of the policy.

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 maximize its outcomes by making it more relevant to the natural context of students.

Teachers, as practitioners, need to evolve indigenous approaches to learning and design 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 language learning, especially, in rural and tribal areas.

Indigenous psychology is viewed as scientific study of human mind and behaviour that is native and insightfully designed for its people by learning about their folk ways of thinking and behaving.

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 providing indigenous psychological and folk-sociological foundation foundation to classroom instructional practices, teachers need to be trained through the study of local context and native culture . After training, the teachers need translating people's indigenous and folk knowledge into analytical knowledge for the indigenization within and then apply it to the classroom practice.

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 folk songs on animals enacted through puppets. An attempt was made by CULP-Jaipur (see inset pic.) as an intervention and action researches to develop and use one month transitional course as an approach to learning Hindi.