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Research evidences suggest parental engagement links positively to children's achievement. The use of new technologies to enhance parents' engagement with their children's education are hailed as good practice around the world especially the deterministic belief that modern technologies will enable 'hard to reach' or less engaged parents to play active role in education of their children. However, the impact of complex intersecting classed, racial, and migratory identities and the colonial legacy on minority group's ability to use new technologies to participate in education is rarely studied. This book focuses on the impact of subjectification, intersecting identities and post-colonial theory on minority group parents' ability to engage with schools in their children's education.