Decolonising Knowledge of the Parent-Practitioner Relationship in Early Childhood Practice Through Reflective Intercultural Teaching and Learning Interventions

This chapter draws on the author's pedagogical intervention with graduates who observed that, while studying on their early childhood degree courses, they learnt the value of establishing relationships with families; however, they found in the modules of teaching and learning limited practical strategies for work with families categorised within the Black Asian Minority Ethnic (BAME) context in the UK. Their concerns are with seeking to understand the root causes of social-economic challenges impacting upon families from ethnically diverse minority groups, cultures different from their own majority ethnic group backgrounds, and how they can provide support through their teaching and learning approaches. This chapter discusses how the inclusion of module activities provides students with opportunities to deconstruct anti-discriminatory practices within the BAME parent-practitioner relationship.