The goals and artifacts presented below challenge the dominant Western discourses regarding families perspectives on child wellbeing and health, language and programming. As I dove into the multiple streams of education, I began to realize what I once thought were clear waters, quickly became muddy as I examined the importance of context in education. Values and beliefs around these aspects of child development, voice and learning can dictate school policies and create assumptions and biases on family and community practices, resulting in deficit approaches to relationships (Mellom et al., 2018). This realization stemmed from one of the earliest articles I read by Woodhead, (2006) that challenged my perspectives of education and context. He discussed the often taken for granted stages of development used in Western practice. These however, are rooted in cultural specific assumptions and expectations and homogenized children without regard for individualized aspects or environments (Woodhead, 2006).This new development and awareness drove my focus for the remainder of my work. This mixing of beliefs and values, has driven my goals and research to enhance clarity in the waters we move through and find the opportunities to cultivate our systems and values. These objectives ensure that I continue to remain aware of the biases that are present and that as international educators we have clear understandings of the contextualization of child and family wellbeing and learning within our communities.