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\nISSN: (Online) 2519-5638,(Print) 2415-0991  \n~~ ~~ Page 1 of 14  \nOrigina~~l Research  ~~  \nTransforming neuropsychology training programmes in South African higher education settings  \nAuthors:  \nKevin G. F. Thomas1  Leigh E. Schrieff2  Kaylee S. van Wyhe3  Noorjehan Joosub4  Winnie Nkoana5  Nawal Mohamad2  Kim-Louise Rousseau2  Nafisa Cassimjee1   \nAffiliations:  \n1Department of Psychology, Faculty of Humanities, University of Pretoria, Pretoria, South Africa  \n2Department of Psychology, Faculty of Humanities, University of Cape Town, Cape Town, South Africa  \n3Department of Paediatricsand Child Health, Faculty of Health Sciences, Stellenbosch University, Stellenbosch, South Africa  \n4Department of Psychology, Faculty of Humanities, University of Johannesburg, Johannesburg, South Africa  \n5Department of Psychology, School of Human and Community Development, University of the Witwatersrand, Johannesburg, South Africa  \nCorresponding author:  \nKim-Louise Rousseau, [rsskim004@myuct.ac.za](rsskim004@myuct.ac.za)  \nDates:  \nReceived: 23 May 2025  \nAccepted: 04 Aug. 2025  \nPublished: 01 Dec. 2025  \nRead online:  \nScan this QR code with your smart phone or mobile device to read online.  \nIn recent decades, there has been a proliferation of neuropsychology training programmes globally, including in South Africa and other low- and middle-income countries (LMICs) . Almost invariably, programmes in those countries privilege colonial origins of knowledge while excluding local epistemologies. Our objective in this conceptual article is to describe how a decolonial approach can be applied to the transformation of South African neuropsychology training programmes. Osmer’s practical theology guides our proposal. Osmer’s four tasks – descriptive-empirical, interpretive, normative and pragmatic – can help identify, analyse and challenge colonial legacies within academia and assist in developing justice-oriented scholarship. In the current article, Task 1 describes the landscape of South African neuropsychology and the characteristics of existing training programmes. Task 2 interrogates why those characteristics exist as they do. Task 3 proposes ways in which programmes ought to be transformed. Task 4 details how stakeholders can contribute to this transformation. We thus propose that neuropsychology training programmes in South Africa use this framework to develop relevant, equitable and inclusive teaching, research and clinical approaches.  \nContribution: South African neuropsychology training programmes operate within Western, individualistic and androcentric ontologies, thereby marginalising indigenous epistemologiesand discouraging inclusive participation. Although there is broad agreement on the need to adapt local practices, no previous work advocating for transformation of neuropsychology training programmes has used a strong theoretical framework or described precise change methodologies. We advocate a decolonial approach, allied to a convivial attitude and taskrelated practices a la Osmer, to ensure that South African neuropsychology is inclusive and contextually relevant.  \nKeywords: cross-cultural; decolonial; neuropsychology; Osmer’s practical theology; psychology; training; transformation.  \nIntroduction  \nThe Charter for Humanities and Social Sciences (Department of Higher Education and Training 2011) describes an aspirational direction for scholars working within and across the diverse array of disciplines typically found within faculties of humanities at South African universities. The Charter emphasises the central role of the humanities in creating a citizenry that is socially aware, responsible and ethical, and in defining a post-apartheid scholarship that is sensitive to, and relevant for, both the immediate and long-term developmental needs of South Africa, specifically, and the global South, more broadly.  \nPsychology is, almost invariably, a centrepiece of humanities faculties at Sou","cbCaioA30Z2aZwYS","https://ap.wps.com/l/cbCaioA30Z2aZwYS","pdf",541287,14,"English","# Introduction\n# How to cite this article\n# Open Access\n# Neuropsychology subdiscipline and scope","[{\"question\":\"What is the article’s main objective in relation to neuropsychology training in South Africa?\",\"answer\":\"To describe how a decolonial approach can be applied to transforming South African neuropsychology training programmes.\"},{\"question\":\"How does Osmer’s practical theology structure the proposed transformation work?\",\"answer\":\"It uses four tasks: descriptive-empirical, interpretive, normative, and pragmatic to identify, analyze, challenge colonial legacies, and guide change.\"},{\"question\":\"What change outcomes does the article advocate for training programmes?\",\"answer\":\"Neuropsychology training programmes should develop relevant, equitable, and inclusive teaching, research, and clinical approaches suited to context.\"}]","Transforming neuropsychology training programmes in South African higher education settings | PDF",1792042844,35]