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ERIC Number: EJ1099211
Record Type: Journal
Publication Date: 2016
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0957-5146
Transforming Teacher-Family Relationships: Shifting Roles and Perceptions of Home Visits through the Funds of Knowledge Approach
Whyte, Kristin Lyn; Karabon, Anne
Early Years: An International Journal of Research and Development, v36 n2 p207-221 2016
Education has embraced the idea of an "asset approach" to working with families and children, creating a focus on developing collaborative relationships with families by building on what they bring to the table. In this paper we explore what happened when early childhood teachers entered homes to learn from families and identify their Funds of Knowledge. The findings show how issues of power and perception surfaced when teachers attempted to shift their role from that of teacher to learner. In analyzing teachers' experience before, during, and after ethnographic home visits we saw their general desire to adopt an asset-based mentality. However, the hegemonic structure of schooling, previous experiences, and traditional teachers' roles shaped their experience with the Funds of Knowledge framework. We end by discussing the implications for teachers and teacher educators who are interested in using home visits to develop an asset approach to their work with families.
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education; Higher Education; Postsecondary Education; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1019431