ABSTRACT
This part conclusion presents some closing thoughts on the key concepts discussed in the preceding chapters. The part considers the possibility of multiple identities of young children, in their families and communities. It outlines how important the postmodern perspective is in light of the recent global spotlight on immigration, and political trends in the US. The part highlights international examples where community values are embedded in pedagogy. It presents the postmodern perspective of multiplicities and also considers gender as both inherent and learned from popular culture and media. The part examines how respectful and collaborative partnerships in pedagogical practice can support maintaining children’s multiple cultural identities. It describes the different categories of parents as acceptors, negotiators and challengers, of changes in their identity due to geographical or cultural shifts. The part also examines how integral embedding practice with families and communities is in the formulation of strong relationships and children’s identities.
