Making the Invisible Visible to Our Students: Reading Marie-Célie Agnant Within a Social-Justice-Oriented French Curriculum

This article examines the works of Haitian-Québécois writer Marie-Célie Agnant within the framework of a social justice-oriented French curriculum. Situating Agnant’s contributions within the evolving discourse on critical pedagogy in world language education, it highlights Agnant’s engagement with themes of power and oppression within and beyond the Haitian diaspora context, demonstrating how her texts reveal systemic injustices tied to gender, race, immigration, and linguistic identity. The analysis extends beyond Agnant’s well-studied adult novels to her young adult literature and short stories, emphasizing their pedagogical potential. Vingt petits pas vers Maria (2001) is examined for its critique of linguistic and social hierarchies, while Alexis d’Haïti (1999) and Alexis, fils de Raphaël (2000) illuminate the challenges faced by Haitian migrants in North America. The article also explores Agnant’s later short fiction, which demonstrates “thick solidarity” (Liu and Shange 2018) with marginalized communities beyond Haiti, notably in Nouvelles d’ici, d’ailleurs et de là-bas (2017). By integrating Agnant’s texts into French classrooms, educators can foster critical engagement with issues of power and privilege while enhancing students’ linguistic and analytical skills. Agnant’s works serve as a powerful tool for teaching both language and social justice.