Abstract
Educators must develop effective ways of interacting and working with students of diverse backgrounds. In this 2-year study, home visits were utilized to build a stronger, more impactful learning community for all stakeholders. Participants included 2 school leaders, 1 school social worker, 9 teachers, 2 parents, and 4 elementary children. The theoretical framework involved the funds of knowledge stance and investigated how school leaders and teachers redefined their roles to engage with their school community. Findings indicate the critical influence of people's backgrounds, educational philosophies, and dispositions in building bridges between school and home and establishing meaningful relationships with students and families.
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