This article advocates for fluid pedagogies that align with the transnational parenting practices of immigrant families. New Zealand is now considered to be a superdiverse country with a large population of immigrants. This superdiversity phenomenon can therefore also be found in its early childhood education settings. Research has indicated that many contemporary immigrants are transnationals who maintain close connections with their home countries and frequently engage in border-crossing activities. Transnational immigrants are mobile, and their parenting strategies may be similarly fluid. This article uses findings from a research project which involved Chinese immigrant families to illustrate transnational perspectives of early childhood education and parenting practices. Narrative excerpts are presented and analysed using key theoretical constructs of transnationalism to illustrate the participants’ cultural dilemmas in their parenting, their preparedness to adapt their heritage practices and to adopt early childhood education discourses of the host country, and their agency in choosing parenting strategies that they believed best support their children’s learning. It highlights the importance of parent–teacher dialogue and of enacting a curriculum with fluid pedagogies that are responsive to heterogeneous parental aspirations.


Creator | Kaihanga
Angel Chan
Year of Creation | Tau
Creative Commons Licence
Attribution-NonCommercial-NoDerivatives CC BY-NC-ND
Keywords | Kupu
Chinese immigrants, fluidity, parenting practices, pedagogies, transnational
Main Language | Reo Matua
Submitter's Rights | Nga Tika o te Kaituku
I represent the publisher or owner organisation of this resource
This Research has
been peer reviewed by academics at a university
Bibliographic Citation | Whakapuakanga

Chan, A. (2018). Transnational parenting practices of Chinese immigrant families in New Zealand. Contemporary Issues in Early Childhood, 19(3), 219-230.

Back to top