Abstract:
The identification and utilization of community funds of knowledge has been essential in understanding and assisting cultural groups to bridge the achievement gap. The purpose of this study was to examine the community funds of knowledge, the role of the parent, and the partnerships of a rural school in southeastern Appalachia, United States. Qualitative research enabled exploration of interactions between parents and teachers, roles parents play in the educational process, and teachers' use of existing funds of knowledge in the provision of educational services to young at-risk children. Two pre-kindergarten teachers and four families were involved in the study from the 2009 -2010 state pre-kindergarten program. The data from ethnographic semi-structured interviews, observations, and documents were coded, categorized, and identified by themes. Results indicated that the school functioned as connector between the community and its residents. Teachers were cognizant of the community funds of knowledge and utilized this knowledge in their teaching and assessment practices. The teachers gained cultural literacy through participation and observation of school and community events and interactions. As a result of having only one mid-year conference report, there was limited evidence to conclude the teachers' documentation of students' community funds of knowledge within the context of the select community. Although teachers engaged in practices that strengthened family involvement, the home-school partnerships could be enriched. Families informally partnered by teaching foundational skills at home. The recognized partnership began when the children enrolled in school with families engaging in volunteering, extending learning at home, decision-making, and collaborating with the school community. An added outcome was the relationship between the community and the school. The relationship was reciprocal with positive outcomes for community members, businesses, teachers, and students, and families. This partnership is unique and dates back to the establishment of the community with special emphasis given to the character and values of the local residents. Additional research can focus on the communication of educational standards prior to entering school and increasing the participation of marginalized populations. Teacher perceptions of student backgrounds can also be reviewed in light of their effect on the quality of school-family partnerships.
