Samantha Cutrara
As a scholar interested in teaching and learning Canadian history, I am embarking on a series of blog posts for Active History about the representation of the post-confederation period (1867-1920) in picture books for children ages 4 to 10. In my last post, I looked at the history of residential schools and used a list published by the CBC as a starting place for finding children’s books that explored these stories.
In this post, coinciding with International Women’s Day today, I want to look at a topic that I thought would be far easier: women’s suffrage. (For a historical overview of women’s suffrage in Canada, see the Canadian Encyclopedia entry “Women’s Suffrage in Canada” written by Veronica Strong-Boag).
I was interested in the representation of Canadian women’s activism throughout the 19th and early 20th centuries and question if these books, like the textbooks Rose Fine-Meyer explored for her CHEA paper “’A reward for working in the fields and factories’: Canadian women’s suffrage movement as portrayed in Ontario texts,” would be written with the narrative that women were “given” the vote as an corollary to war or, more accurately, if the fight for women’s suffrage was shown as being decades in the making by the time the Great War started?
Would all the books tell the same story or would authors present the histories as coming from different points of view? Would issues related to race and class be presented or would these ‘messy’ parts of the past be glossed over for young audiences? And, like my findings for the residential schools books, would these histories present disenfranchisement as being the result of individual actions or would the nation be shown as continuously supressing women’s activism and voting rights?
My expectation was that there would be a plenty of picture books on women’s suffrage and, while telling a very similar narrative of fight and success, these books would end with reference to the unequal nature of early activism.
I was wrong. Continue reading