It is suggested that with the involvement of minority parents in the education of their children produced positive outcomes regarding the academics. Along a dimension concerning a exclusionary-collaborative, the role of educators is characterized. It means that latter encourages the parents of minority to participate in the classroom and support home activities while the former concerns the connection with parents and collaboration as not relevant enough. In the collaboration of category-teacher, another element will be added to it through this study.

            Within a school, parental and communal participation has been referenced by a therapist. It was cited in order to gain status and power for parents despite the status of ethnic language or grouping. While doing this, the education of their children is determined and minority communities are powered up. An act concerning the contribution of school to the community is also in line with it while agents are supposed to be connected with academic activities.  This was the act of 2006. For the integration of community, it is further subscribed to it and the government is involved supposing that schools which are funded publicly should be under a duty of statutory for the brining of community cohesion forth. It gives the ability to schools to plan it. (Safford & Drury, 2011)

References of Communal Participation in Education

Cummins, Jim. 2000. Language, Power, and Pedagogy: Bilingual Children in the Crossfire. Multilingual Matters,.

Hornberger, Nancy H. 2000. "Bilingual Education Policy and Practice in the Andes:Ideological Paradox and Intercultural Possibility." 31 (2): 173-201.

JOHNSON, NANCY H. HORNBERGER DAVID CASSELS. 509-532. "Slicing the Onion Ethnographically: Layers and Spaces in Multilingual Language Education Policy and Practice." 41 (3): 2007.

Safford, Kimberly, and Rose Drury. 2011. "The ‘problem’ of bilingual children in educational settings: policy and research in England." 70-81.