Document Type
Article
Publication Date
2016
Journal Title
Early Years
Volume
36
Issue
2
First Page
207
Last Page
221
Abstract
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.
Recommended Citation
Whyte, Kristin and Karabon, Anne E., "Transforming teacher-family relationships: Shifting roles and perceptions of home visits through the Funds of Knowledge approach" (2016). Teacher Education Faculty Publications. 95.
https://digitalcommons.unomaha.edu/tedfacpub/95
Comments
This is an Accepted Manuscript of an article published by Taylor & Francis in Early Years on 19 February 2017, available online: http://www.tandfonline.com/doi/full/10.1080/09575146.2016.1139546.