Relationship Between Home And School

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Currently, the manifestation of the ever-changing relationship between stakeholders can be characterized as families and schools alike being “victim(s) of sweeping cultural change” (Cutler, 2000, p. 196). Just as in the 19th Century, Cutler (2000) points out that “parents and teachers can be adversaries, allies, or advocates for each other and the cause of better education” (p. 198). Although it seems to be recognized in America that families and schools must form strong partnerships and work together to create positive change, it seems to be a constant work in progress. With honest communication between home and school, many schools are seeking to reform and empower the home-school relationship, therefore making communities stronger and student learning enhanced. The relationship between home and school has grown significantly in complexity, both in the ability for stakeholders to form associations that protect their own rights and interests, and in the societal changes that have made family life more complex and difficult. The characterization of the current state of the relationship between stakeholders can be described as complex, yet with hope for reform, positive communication, and a common interest to education children in the best way possible. As stated by Henderson, Mapp, Johnson & Davies (2007), it is important “to build a vital, trusting, productive community of people who enjoy learning from each other and can work through their differences in the
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