Desmond, oſten heralded as a heroine
of social justice for her refusal to vacate a whites-only section of a Nova Scotia movie theatre in 1946, has become a symbol of anti-racism and civil rights in Canada and abroad. In many educational contexts, her story is framed primarily around this act of defiance, which is frequently celebrated as a pioneering act against systemic racism. While this narrative is indeed significant and worthy of recognition, it is critical to under- stand that it only captures a fleeting moment in Desmond’s multifaceted life. Desmond was not merely a courageous
figure reacting to social injustice; she was also a groundbreaking entrepreneur who made significant contributions to the Black haircare industry. As the owner of a suc- cessful beauty salon, she created innovative products tailored specifically for Black hair, a market oſten neglected by mainstream busi- nesses at the time. Moreover, she established her own beauty school, training numer- ous Black women to enter an industry that otherwise offered them limited opportuni- ties. Tese aspects of her legacy showcase a woman who not only resisted oppression but also sought to upliſt her community through education and business. When educators present Desmond solely
“AS WE EMBARK ON THIS JOURNEY OF SELF- EXPLORATION AND CRITICAL CONSCIOUSNESS, LET US DRAW INSPIRATION FROM THE STORIES OF ROSA BONHEUR, VIOLA DESMOND AND NATASHA KANAPÉ FONTAINE. THEIR EXPERIENCES HIGHLIGHT THE POWER OF IDENTITY AND THE IMPORTANCE OF EMBRACING DIVERSITY IN OUR CLASSROOMS.”
as a civil rights icon, they inadvertently re- strict students’ understanding of her broader contributions and the complexity of her narrative. Tis narrow framing can lead students to view historical figures through a limited lens, oſten as symbols of resistance rather than as fully realized people with di- verse identities and accomplishments. Such simplistic portrayals can perpetuate stereo- types and overlook the richness of Black experiences and achievements. By adopting a more nuanced approach
to storytelling, educators can empower stu- dents to appreciate the multifaceted identi- ties of historical figures like Desmond. Tey can explore her life as a tapestry woven from threads of entrepreneurship, innovation and social justice. Incorporating various sources – books, documentaries, and interviews with historians – can provide a richer context that highlights Desmond’s significance in mul- tiple spheres. Moreover, engaging students in critical
discussions about the stories we choose to tell can foster greater empathy and under- standing. Educators might ask questions such as: What aspects of Desmond’s life are oſten overlooked? How does framing her primarily as a civil rights icon shape our per-
28 ETFO VOICE | SUMMER 2025
ception of her contributions? Encouraging students to analyze different narratives will help them recognize the power of storytell- ing in shaping perceptions. Te way we frame the stories of figures
like Viola Desmond significantly influences how students perceive not only these in- dividuals but also the larger issues of race, identity and social justice. By expanding the narrative beyond singular moments of re- sistance to encompass the broader scope of their lives, we can inspire students to see the complexities within history and encourage them to recognize and celebrate the diverse contributions of all individuals. By linking past struggles for justice with
present-day activists who address similar themes through different mediums, students sharpen their critical consciousness and can better understand how these issues remain relevant and evolving. Natasha Kanapé Fontaine, an Innu poet,
author, interdisciplinary artist and activist from Pessamit, Quebec, uses her powerful voice to advocate for Indigenous rights and environmental issues. As a child growing up in Quebec, Kanapé Fontaine did not speak a lot of Innu. When she was an adolescent, she sought ways to reappropriate her Innu language and culture. Today, Kanapé Fon- taine’s poetry oſten delves into themes of identity, resilience and the connection to ancestry. Tis work serves as a reminder of the importance of representation and the need to honour diverse voices within educa- tional contexts. By sharing her experiences and insights, she inspires others to reflect on their own identities and the impact they have on their communities. I first discovered Kanapé Fontaine’s work
while engaging in an equity and bias check of the French as a Second Language curriculum draſt in 2013. I sought to provide educators with examples of contemporary French- speaking Indigenous women who had a sig- nificant impact on society, and I stumbled upon Kanapé Fontaine’s poetry on YouTube. At 20, Kanapé Fontaine wrote “Nous nous
soulèverons” (“We Will Rise”), a poem that centres on Indigenous resistance, revival and reclamation. More recently, she published her first novel, Nauetakuan (No-weh-ta- Kwan), which means “a silence for a noise” in Innu. Te novel affirms how reconnecting to lineage and community can transform In- digenous futures. Tis most recent work from Kanapé Fon-
taine, written for adults, brings to mind a chil- dren’s text I have read with students addressing
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