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Citation:

Cairney, T. H. (2000). Beyond the classroom walls: The rediscovery of the family and community as partners in education. Educational Review, 52(2), 163-174. EJ609281.

Annotation:
The author explores alternative, more responsive models for developing partnerships between home and school, and uses literacy practices as one way to illustrate some of the available options. Schaefer (1991) determined a clear relationship between home factors and school success. Measures of this relationship are often based on a deficit view: the familiesÕ lack of specific skills to create an environment of support, and educational inadequacyÑthe failure of schools to develop studentsÕ strengths and abilities. Deficit explanations fail to recognize that much of the variability in student achievement reflects discrepancies, not deficiencies, between school resources, instructional methods, and the cultural practices of the home. Scribner and ColeÕs work argues that schools need to consider learning activities to be social practices that acculturate students as members of specific social groups. New literacy models that optimize the relationship between home and school learning create new understandings between these two important social settings as suggested by MollÕs sociocultural theory (1992). Moll uses the term "funds of knowledge'" to describe home and community knowledge and skills that may not be acknowledged or enhanced in classrooms. Intersubjectivity (Vygotsky, 1978) and reciprocity (Harry, 1992) help teachers and parents understand the way each defines, values, and uses literacy and learning activities as part of cultural practices. This mutual understanding offers the potential for schooling to adjust and meet the needs of families.