Transforming teacher–family relationships: shifting roles and perceptions of home visits through the Funds of Knowledge approach

Whyte, Kristin; Karabon, Anne

doi:10.1080/09575146.2016.1139546

Cited by 75 publications

(20 citation statements)

References 11 publications

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“…En este sentido y, con el propósito de combatir estos prejuicios y estereotipos, la aproximación de los FdC se basa en la realización de vistas etnográficas que los docentes realizan a los hogares y comunidades de sus estudiantes con el objetivo de documentar sus fondos de conocimiento. Visitas que han mostrado beneficios en cuanto a la mejora de las relaciones familia-escuela al modificar creencias y expectativas en la dirección de visiones positivas y de reconocimiento en ambas direcciones (Esteban-Guitart & Vila, 2013b;Meyer & Mann, 2006;Sandoval-Taylor, 2005;Whyte & Karabon, 2016).…”

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Les visites etnogràfiques a les llars dels estudiants com a estratègia per crear llaços de confiança entre docents i famílies

Llopart¹,

Vilagran²,

Güell³

et al. 2017

Pedagogia i Treball Social

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L’aproximació dels Fons de coneixement es basa en la premissa segons la qual totes les famílies, més enllà de la seva condició i peculiaritat lingüística, religiosa, econòmica, ètnica, disposen de sabers i habilitats acumulats a partir de les seves particulars pràctiques i experiències vitals tals com les experiències professionals. El repte pedagògic consisteix en incorporar aquests recursos al currículum escolar i les pràctiques formals d’ensenyança-aprenentatge. En aquest sentit, els docents visiten algunes de les llars dels seus estudiants amb l’objectiu d’aprendre de les seves experiències i dissenyar activitats educatives escolars a partir de la incorporació d’alguns dels recursos intel·lectuals i culturals prèviament identificats. En aquest article il·lustrem aquesta tesis a partir de la descripció d’una experiència implementada en un centre d’educació pública de Banyoles (Catalunya, España). Específicament, es descriuen cinc visites realitzades per part dels docents a algunes llars d’alguns dels seus estudiants. Es discuteixen els beneficis d’aquestes visites en la potencial millora de les relacions entre docents (escola) i famílies.

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Les visites etnogràfiques a les llars dels estudiants com a estratègia per crear llaços de confiança entre docents i famílies

Llopart¹,

Vilagran²,

Güell³

et al. 2017

Pedagogia i Treball Social

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“…Building relationships based on egalitarian dialogue open new horizons for previous research, which has found that the difference in power between teachers and families could be an insurmountable obstacle to family-school collaboration (Whyte and Karabon 2016). As shown by the data provided, the most vulnerable families became involved in the school just like everyone else, and they all shared the common goal of offering high-quality education for all.…”

Section: Discussionmentioning

confidence: 89%

Bridging the gap: engaging Roma and migrant families in early childhood education through trust-based relationships

Khalfaoui

García-Carrión

Villardón-Gallego

2020

European Early Childhood Education Research Journal

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Family participation and involvement in schools has been reported to be crucial for improving academic achievement and social cohesion, especially among those systematically excluded such as migrants or the Roma population. However, these families often participate less in school life. This hinders any attempt to reverse the cycle of inequality experienced in Europe by the Roma and migrant population, among others. This study focuses on a specific school that has successfully engaged Roma and migrant families. Particularly, this case study aims to identify the characteristics of the relationship that the Roma and migrant families have with the school and the way that parents' involvement in the education of their children has been promoted. The main results show that the participation of these families has been fostered by a strong collaboration constructed with egalitarian dialogue, trust and confidence-based relationships, and having a shared purpose of ensuring high-quality education for all children.

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“…In school districts that position children's home language and experiences as hindrances to their academic development and as problems to eliminate, there is an urgent need to counter these systemic deficit models; a funds of knowledge project-based learning approach is one tool that can be implemented to yield counternarratives that place families' language and experiences under an illuminating and strength-based light. When teachers and schools learn about and from families, deficit perceptions can shift (Moll & González, 2004;Whyte & Karabon, 2016). This is a crucial step toward the effort of utilizing culturally sustaining and critical pedagogies as vehicles to challenge dominant deficit ideologies since current power dynamics still position educators as "gatekeepers" of the knowledge that is included in classroom learning or not (Paris & Alim, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…The original approach entailed teachers conducting ethnographic home visits to learn from families' practices and sources of knowledge with the goal of integrating children's available funds of knowledge in classroom instruction. Thus, by shifting power dynamics and positioning themselves as learners and families as experts, and by seeing homes through a strength-based lens, teachers' perspectives can also shift (Moll & González, 2004;Whyte & Karabon, 2016). Children's experiences and rich cultural and linguistic backgrounds translate to funds of knowledge that children bring with them to their classroom, and these funds of knowledge also translate to funds of identity as resources that students use to construct their identities and to define themselves (Esteban-Guitart & Moll, 2014).…”

Section: Introductionmentioning

confidence: 99%

Connecting Funds of Knowledge to Funds of Identity through a Bilingual Multimodal Project-Based Approach

Álvarez¹

2021

RIEJS

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This study analyzed how bilingual multimodal projects that children and families from Mexican immigrant backgrounds created together facilitated expressions of their funds of knowledge and funds of identity as part of classroom instruction. Twenty-two students and their families participated creating biliteracy family projects that integrated their lives, experiential knowledge and bilingualism into classroom learning in their first-grade bilingual classroom in a U.S. school. Drawing from a sociocultural theoretical lens informed by funds of knowledge, funds of identity and multimodal social semiotics perspectives, children’s projects depicted their transnational experiences and their close family networks of support as important funds of knowledge in their lives. Findings illustrate how children internalized these experiences as funds of identity, which included their self-expressions and identity constructions that asserted 1) their Mexican heritage and cultural simultaneity, 2) their roles to maintain family ties and contribute to the family’s well-being, and 3) their future selves and aspirations. A culturally sustaining project-based approach toward inviting and integrating children’s funds of knowledge and funds of identity can afford pedagogical advances that also foster family collaboration and challenge deficit ideologies by illuminating the depth and richness of children’s experiences, and how these are incorporated to construct their identities.

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Transforming teacher–family relationships: shifting roles and perceptions of home visits through the Funds of Knowledge approach

Cited by 75 publications

References 11 publications

Les visites etnogràfiques a les llars dels estudiants com a estratègia per crear llaços de confiança entre docents i famílies

Les visites etnogràfiques a les llars dels estudiants com a estratègia per crear llaços de confiança entre docents i famílies

Bridging the gap: engaging Roma and migrant families in early childhood education through trust-based relationships

Connecting Funds of Knowledge to Funds of Identity through a Bilingual Multimodal Project-Based Approach

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