In Parent-Teacher Discussion groups, teachers “gave over the floor” to parents, which over time led to non-hierarchical discussions about culture and context.
Teachers allowed space for parents to share what they do to support their children’s readiness for school.
Recognizing connections across each other’s unique cultural contexts, parents and teachers shared recipes for soups they make in their home (or for their families). This led to curriculum around states of matter.
Immigrant parents talked with Head Start teachers (some of whom were immigrants themselves) about barriers they experienced in participating in their children’s education.
Chinese immigrant parents and teachers talked about their cultural perspectives on public displays of affection with children contrasted with Western norms.