4 Chapter Four: Decolonizing Sport
Module 4-Longer prompt
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)
| As I was reading the chapter, the most important thing that stood out to me was how Indigenous people survived and it really built different emotions in me as I was reading throughout. The chapter discusses the Residential school system, how badly they treated the children and how their culture was taken away , their values , traditions were all taken away and they were forced to follow western culture. They were forced to change their identity, their names and were physically abused. Also, Indigenous children were compelled to participate in sports that matched European values , while their traditional games and physical activities were discouraged and they were forcibly put through a lot of hardship.
|
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:
To me I would say that settler colonialism is one of the important parts in this module since it talks about a system of continuous colonization which is there to be used to displace Indigenous communities and eliminate their cultural identities and to force them to do the things they are asked for, abuse them and forcibly changing their traditional values. In contrast to traditional colonialism, it means enduring and aims for assimilation instead of just dominance showering power onto others. |
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)
|
Settler colonialism is something that inhibits and also appropriates Indigenous cultures to reinforce settler identity. Indigenous sports and movement traditions are frequently detached from their original significance , because they are forced to adapt to western culture and to leave their traditions and culture values behind. This enables settlers to assert a bond with the land while disregarding Indigenous existence.
|
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.
By taking photos of Indigenous children participating in sports, they sought to show that the Indigenous people were happy and enjoying playing sports and they were treated right. However, they were treated badly and were forced to play sports. It was an act to showcase something that wasn’t even happening just to create an illusion.
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.
| Sport serves as a potent healing element for Indigenous communities, aiding them in reconnecting with their heritage and addressing trauma that they faced in residential schools. It fosters community and connection, as playing traditional sports it can reconnect them with their traditions and their culture. In that way, they can stick to their identities and to establishing environments where individuals encourage and elevate one another. Indigenous athletes discover strength, resilience, and pride through sports.
|
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 highlights that although the government aims to promote Indigenous sport, it continues to do so according to its own agenda, without actually giving them the authority. It was just a showoff to the world. Also, in terms of the identity of Indigenous people, It reflects colonial concepts of achievement instead of enabling Indigenous peoples to determine their own definition of sport which could show their identity with their traditional sports.
It stated the idea that Indigenous people are anticipated to conform to the settler interpretation of the sports instead of seeing their own traditions and contributions acknowledged in the sports. . |
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.
| Forsyth and McKee’s research briefly shows that although hockey is viewed as a cohesive aspect of Canadian identity, Indigenous athletes frequently have to adhere to the **settler-defined** interpretation of the sport. Their distinctive styles, backgrounds, and contributions are ignored throughout, supporting the notion that they must **conform to** Canada’s narrative instead of defining it on their own terms.
|
Section Three: Decolonization
Please see the major assignment for this half of the term in the final section of this chapter.
Module 4-Kine3134
