Mixed-lens family visits: an examination of sharing power between school and home

Abstract

The purpose of this study was to understand what teachers and families learn from participating in strength-based family visits. This study occurred in a home visit project with one White teacher and one Latinx family in the home of the family. The study employed a basic qualitative design with data sources such as field notes, interviews, and a participant journal. Results show that a new mixed-lens approach to the visits emerged. Participating in these visits led to new learning from both the teacher and the family, resulting in the emergence of a space of shared power, one where the participants learned and co-constructed literacy practices together. The participants benefited from a space to learn from each other to shift their understandings of literacy in the home and school. This study implies that family visits have direct benefits on shifting the power of what ‘counts’ as literacy between home and school.

Keywords:

• Home visits
• family visits
• power
• literacy
• funds of knowledge
• strength-based pedagogy
• asset-based pedagogy

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

Funding for this project came through a grant from a local community foundation awarded in October 2016. The project began in early 2017. The funds were used for professional books, materials to give to the families such as picture books and games, and for teacher stipends for working outside of contract hours.

Notes on contributors

Laura Szech

Laura Szech is an assistant professor in North Carolina. This work was completed during her doctoral studies at University of Iowa. Her research focuses on the power dynamics at the intersection of family, community, and schools, specifically considering if teachers become more culturally sustaining through participation in family visits.