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Parent and Child Face-to-Face: On the Battle Hymn of the Tiger Mother by Celia Genishi & Mariana Souto-Manning — April 05, 2011This is a commentary on the best seller, Battle Hymn of the Tiger Mother, by Amy Chua. The authors make the contents of the book more complex than the media have by emphasizing the author's actual message, the pressure on parents to have model children, and the agency and capacity for resistance of children who have their own ideas about how their lives should be lived.To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:
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- Celia Genishi
Teachers College, Columbia University
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CELIA GENISHI is Professor of Education in the Department of Curriculum and Teaching at Teachers College, Columbia University. She is a former secondary Spanish and preschool teacher and now teaches courses related to early childhood education and qualitative research methods. She was also on the faculty at the University of Texas at Austin and the Ohio State University. She is the editor of Ways of Assessing Children and Curriculum; she is co-author (with Millie Almy) of Ways of Studying Children. Most recently she co-edited (with A. Lin Goodwin) Diversities in Early Childhood Education: Rethinking and Doing and co-authored (with Anne Haas Dyson) Children, Language, and Literacy: Diverse Learners in Diverse Times. Her research interests include collaborative research and assessment with teachers, childhood bilingualism, and children’s language use in classrooms. She is a recipient of the Distinguished Scholar Award from the Scholars of Color Committee of the American Educational Research Association and an Advocate for Justice Award from the American Association of Colleges for Teacher Education.
- Mariana Souto-Manning
Teachers College, Columbia University
E-mail Author
MARIANA SOUTO-MANNING is Associate Professor of Education in the Department of Curriculum and Teaching at Teachers College, Columbia University. She is a former preschool and primary grades teacher and now teaches courses related to early literacy and multicultural education. She is author of Freire, Teaching, and Learning: Culture Circles Across Contexts, co-author of Teachers Act Up!: Creating Multicultural Learning Communities through Theatre (with M. Cahnmann-Taylor), and co-editor of Sites of Possibility: Critical Dialogue Across Educational Settings. From a critical perspective, her research examines the sociocultural and historical foundations of early schooling, language development, and literacy practices in pluralistic settings. She studies how children, families, and teachers from diverse backgrounds shape and are shaped by discursive practices. Her work can be found in journals such as Early Child Development and Care, Early Childhood Education Journal, Journal of Early Childhood Literacy, Research in the Teaching of English, English Education, Language Arts and Teachers College Record. She is a recipient of the American Educational Research Association (AERA) Language and Social Processes Early Career Award (2008), the AERA Early Education and Child Development Early Research Career Award (2009), the National Council for Research on Language and Literacy (NCRLL) Early Researcher Career Award (2009), the Kappa Delta Pi/AERA Division K (Teaching and Teacher Education) Early Career Award (2010), and AERA Division K Innovations in Research on Diversity in Teacher Education Award (2011).
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