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These are difficult stories. We bear witness in this chapter to the role of sport in furthering the settler colonial projects throughout Turtle Island.  Here are some supports to access in the community and from a distance:

First Peoples House of Learning Cultural Support & Counselling

Niijkiwendidaa Anishnaabekwag Services Circle (Counselling & Healing Services for Indigenous Women & their Families) – 1-800-663-2696

Nogojiwanong Friendship Centre  (705) 775-0387

Peterborough Community Counselling Resource Centre: (705) 742-4258

Hope for Wellness – Indigenous help line (online chat also available) – 1-855-242-3310

LGBT Youthline: askus@youthline.ca or text (647)694-4275

National Indian Residential School Crisis Line – 1-866-925-4419

Talk4Healing (a culturally-grounded helpline for Indigenous women):1-855-5544-HEAL

Section One: History

A) The Residential School System 

Exercise 1: Notebook Prompt

We are asked to honour these stories with open hearts and open minds.

Which part of the chapter stood out to you? What were your feelings as you read it? (50 words)

One part of chapter 15 that stood out to me was how sports in residential schools was a tool of assimilation and a rare source of happiness for Indigenous children. As I read about the resilience and strength of the children, I felt sadness but also a deep admiration for their perseverance.

 

B) Keywords

Exercise 2: Notebook Prompt

Briefly define (point form is fine) one of the keywords in the padlet (may be one that you added yourself).

Settler colonialism occurs when foreign settlers arrive in a land, instead of just utilizing its resources, the foreign settlers claim the land as their own and establish a society in said land. Specifically, settler colonialism acts to replace Indigenous populations and put new cultural, social and political structures in place, controlled by the settlers. This is a process involving marginalization, displacement and more often than not, violent removal of Indigenous peoples from their homes.

Settler colonialism is still ongoing and it continues to affect how society is today. Things like residential schools narratives that justify the destruction of Indigenous rights and history, and legal systems that criminalize Indigenous land ownership and identity. In places like the US, Australia, New Zealand and Canada, settler colonialism still has a significant impact on social relations and policies, typically under the illusion of progress or development.

 

C) Settler Colonialism

Exercise 3:  Complete the Activities

Exercise 4: Notebook Prompt 

Although we have discussed in this module how the colonial project sought to suppress Indigenous cultures, it is important to note that it also appropriates and adapts Indigenous cultures and “body movement practices” (75) as part of a larger endeavour to “make settlers Indigenous” (75).

What does this look like? (write 2 or 3 sentences)

This process can be seen in how settlers appropriate and reinterpret Indigenous cultural practices, like Indigenous athletic traditions, ceremonies or symbols while taking away their original meaning. For instance, Lacrosse, once a sacred Indigenous game, was regulated, appropriated and converted into a sport dominated by settlers. This change serves to legitimize settler presence by creating a sense of belonging while destroying cultural significance and Indigenous agency.

 

 

D) The Colonial Archive

Exercise 5:  Complete the Activities

Section Two: Reconciliation

A) Reconciliation?

Exercise 6: Activity and Notebook Prompt 

Visit the story called “The Skate” for an in-depth exploration of sport in the residential school system. At the bottom of the page you will see four questions to which you may respond by tweet, facebook message, or email:

How much freedom did you have to play as a child?

What values do we learn from different sports and games?

When residential staff took photos, what impression did they try to create? 

Answer one of these questions (drawing on what you have learned in section one of this module or prior reading) and record it in your Notebook.

As a kid, looking back, I realize now that I took my freedom to play for granted. I was able to run outside, join friends in games and explore things that interested me without any restrictions. Whether it was pickup games at the park, organized sports or even just simple moments of creativity, play was both encouraged and a natural part of my daily life.

After reading The Skate and reading about the experiences of Indigenous children in residential schools, I realize the freedom I had was luxury that was not afforded to everybody. Those in residential schools were deprived of the simple joys of play. Harsh discipline, forced labor and strict schedules were implemented in place of the carefree nature of childhood. Even when sport was introduced in residential schools, it was typically used as a measure of control instead of an outlet for self-expression and joy.

Play should be a universal right. It fosters creativity, growth and emotional well-being. Reading about these experiences that the Indigenous children in residential schools faced serves as a invaluable reminder that freedom in childhood is not only about physical space, but feeling valued, safe and encouraged to express oneself.

Having an understanding of these histories is vital. It challenges us to make certain that all children, especially those within marginalized communities, have the same opportunity that I had. To play freely, develop their own identities and experience sport as something that is empowering, not restrictive.

 

B) Redefining Sport

B) Sport as Medicine

Exercise 7: Notebook Prompt

Make note of the many ways sport is considered medicine by the people interviewed in this video.

There are many ways sport is considered medicine. This video shows the relationship between sport and healing within Indigenous communities in Canada. All those who were interviewed stressed that sport is more than just a from of exercise. It is a source of emotional, mental and spiritual well-being.

One important aspect is of the role of sport in creating a sense of community and belonging. Aidan, William and Robert talked about how playing with others builds trust, strengthens relationships and reinforces cultural identity. This is especially important for the Indigenous youth, who typically face marginalization and systemic barriers. Sport is able to create a safe space where individuals can connect with others who have had similar experiences.

Another major point is mental health and resilience. Aidan, William and Robert explained that participating in sport helped to manage mental health problems, stress and any trauma they were feeling. Movement can be viewed as a way to find balance and process emotions, this point of view aligns with traditional healing practices.

Sport is also a form of empowerment and resistance. For a number of Indigenous athletes, taking part in sport is a way to challenge stereotypes and reclaim space. It allows for the celebration of their culture, strength and history in a positive way.

Lastly, the video emphasizes the connection between traditional Indigenous values and sport, like respect, perseverance and discipline. All types of Indigenous teachings highlight the importance of taking good care of one’s body, and sport has a similar holistic approach to well-being.

This video shows how sport can be a valuable tool for growth, healing and cultural revitalization within Indigenous communities.

C) Sport For development

Exercise 7: Notebook Prompt 

What does Waneek Horn-Miller mean when she says that the government is “trying but still approaching Indigenous sport development in a very colonial way”?

Waneek Horn Miller’s statement shed light onto the ongoing challenges in how Indigenous sport is structured and supported in Canada. She proposes that there are plans being put in place to invest in Indigenous sport, the approach they are taking does not fully align with Indigenous viewpoints, needs and values.

A colonial approach to the development of sport means imposing Western priorities, structures and decision making processes rather than allowing Indigenous communities to shape and lead their own sport development. For instance, policies and funding could be dictated by government agencies without any proper consultation with Indigenous leaders or athletes. This could lead to programs that fail to reflect Indigenous ways of learning and competing, worldviews,  and traditions.

Horn-Miller also talks about the systemic and bureaucratic barriers indigenous athletes often face. Many Indigenous communities do not have access to proper resources, facilities and geographic isolation, making access to competitive opportunities more difficult. Rather than addressing these inequalities, government driven solutions typically focus on Western-style elite competition.

Indigenous sport typically involves spirituality, healing an culture, which Western sport models could overlook. Proper Indigenous sport development should put cultural practices, self-determination and holistic well-being first, instead of just integrating Indigenous athletes into mainstream systems

Horn-Miller’s statement highlights the need for Indigenous-led initiatives, where communities have dominion over how the sport is developed, funded and implemented to make certain it properly serves Indigenous peoples.

Exercise 8: Padlet Prompt

Add an image or brief comment reflecting some of “binding cultural symbols that constitute Canadian hockey discourse in Canada.”  Record your responses in your Notebook as well.

Canadian hockey is deeply connected to national identity, with a number of cultural symbols shaping its discourse. The maple leaf is one of Canada’s strongest symbols, typically seen on team logos, jerseys and fan merchandise, reinforcing hockey’s role in Canadian pride. This is just one of the many symbols Canada has. But the image I chose was the outdoor rink. Usually portrayed in the winter, the outdoor rink represents the grassroot beginnings of a number of players and the notion of hockey as a unifying community tradition

 

 

Section Three: Decolonization

Please see the major assignment for this half of the term in the final section of this chapter.

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This work (Gender, Sport, and Social Justice by Kelly McGuire) is free of known copyright restrictions.