Family-school partnerships are considered essential to the success of multiply marginalized children in urban contexts. These partnerships often, however, reinforce middle-class white normativity and subsequent oppression of families outside the dominant culture. Home visiting is one such practice spreading throughout urban centers. Is it possible for home visits to be culturally sustaining instead of perpetuating an oppressive status quo? Using qualitative participant-observation research methods, we examine what takes place during home visits at two urban elementary schools. We analyze the extent to which these home visits align with principles of culturally sustaining pedagogy. Recommendations for improving home visits are provided.

家庭与学校之间的伙伴关系被认为是在城市背景下成功地使边缘化儿童倍增的关键。但是，这些伙伴关系通常会加强中产阶级白人的规范性，并随后压迫主流文化之外的家庭。家访是一种遍及城市中心的做法。家访是否有可能在文化上得到维持，而不是持久地维持压迫性？使用定性的参与者观察研究方法，我们研究了在两所城市小学进行家庭访问时发生的情况。我们分析了这些探亲活动在多大程度上与文化上维持教学法的原则相吻合。提供了改善家访的建议。