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Immigrant and Minority Parent Engagement: A Participatory Approach in Pre-service Teacher Education Programme

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Home-School Relations

Abstract

This chapter discusses how to support pre-service teachers to better engage immigrant and minority parents using a critical pedagogical approach in teacher education . We present a university course project conducted by a group of pre-service teachers in Saskatoon, Canada, who explored a participatory approach in English as an additional language (EAL) education to support EAL students and their families. Through a critical reflection on our experience working with a group of Korean mothers in Saskatoon, including Kaitlyn’s photovoice and reflective writing assignments submitted for the course, we provide suggestions regarding how to cultivate the development and practice of critical and culturally responsive pedagogies in pre-service teachers to ensure parental engagement is an integral part of their educational practice.

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Author information

Authors and Affiliations

  1. University of Saskatchewan, Saskatoon, Canada

    Hyunjung Shin

  2. Lloydminster Public School Division, Lloydminster, Canada

    Kaitlyn Robertson

Authors
  1. Hyunjung Shin
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  2. Kaitlyn Robertson
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Correspondence to Hyunjung Shin .

Editor information

Editors and Affiliations

  1. Werklund School of Education, University of Calgary, Calgary, Alberta, Canada

    Yan Guo

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Shin, H., Robertson, K. (2018). Immigrant and Minority Parent Engagement: A Participatory Approach in Pre-service Teacher Education Programme. In: Guo, Y. (eds) Home-School Relations. Springer, Singapore. https://doi.org/10.1007/978-981-13-0324-1_15

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  • DOI: https://doi.org/10.1007/978-981-13-0324-1_15

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  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-13-0322-7

  • Online ISBN: 978-981-13-0324-1

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