Cracked Spaces, Flint Stones, and Diamonds: Teachers’ Perceptions of Marginalized Students’ Homes

• In Event: Preparing Educators to Work with Culturally Diverse and Multilingual Families

Abstract

This study examines Israeli teachers' perceptions of the home environments of marginalized students in peripheral regions. Using semi-structured interviews and a "boundary work" framework, three themes emerged: Disconnection, Confrontation, and Value. Findings reveal the dominance of the deficit approach and the near absence of the Funds of Knowledge (FOK) approach, due to ideological (neoliberalism) and conceptual (periphery vs. center) barriers. The paper argues that systemic factors hinder asset-based approaches and highlights the need for teacher training that integrates culturally responsive practices. It contributes to understanding teachers' roles in challenging educational inequality and fostering reciprocal home-school relationships.

Author

• Shlomit Demsky-Cohen, The Hebrew University of Jerusalem