Indigenous revitalization of language, cultural practices and community knowledge to cre- ate pathways for self-determination. When reading Be a Good Ancestor by Leona and Ga- brielle Prince (illustrated by Carla Joyce), our youngest students reflect on who they are as result of who came before them. Students are challenged to consider how their actions to- day will impact future generations. Trough her poetry and prose, Kanapé


Fontaine invites readers to consider their place in an intergenerational continuum, much like Prince’s children’s book does for younger audiences. Kanapé Fontaine’s work demonstrates how reclaiming Indigenous languages and cultural practices serves not only as personal healing but as a revolution- ary act that reshapes collective futures. By


sharing powerful expressions of Indigenous resistance with students, educators create vi- tal opportunities for all learners to reflect on their own cultural inheritances and responsi- bilities to those who will follow them. As we embark on this journey of self- critical consciousness,


exploration and


let us draw inspiration from the stories of Rosa Bonheur, Viola Desmond and Natasha Kanapé Fontaine. Teir experiences high- light the power of identity and the impor- tance of embracing diversity in our class- rooms. By reflecting on our own identities and fostering inclusive environments, we can create a more equitable and just educa- tional landscape for all students. n


Karen Devonish-Mazzotta is a member of the Elemen- tary Teachers of Toronto Local.


ELEMENTARY TEACHERS’ FEDERATION OF ONTARIO 29


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52