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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)
| Something that stood out to me in this chapter was how sports were used to erase Indigenous cultures and force colonial ways of thinking. It was upsetting to read but important to understand. It made me frustrated but also motivated to think about how sports can be changed to be more fair and inclusive. |
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).
| Indigenous body cultures are the ways Indigenous people use their bodies in activities like sports, dancing, ceremonies, and hunting. These movements come from their traditions and beliefs, showing their connection to their history, community, and the land. |
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)
| When looking at this, it happens when settlers take Indigenous activities, like lacrosse or traditional dances, and change them to fit their own rules while ignoring their true meaning. For example, lacrosse was a sacred game for Indigenous people, but settlers turned it into a regular sport. This lets settlers feel connected to the land while still being in control.
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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.
| I was lucky to have a lot of freedom to play as a child. Whether it was through organized sports like soccer, basketball, or school activities, or just enjoying free play with my friends and family, I had the opportunity to explore and be active. These experiences helped me develop a strong sense of teamwork, discipline, and fun, and gave me a sense of independence and creativity in how I spent my time. Having that freedom shaped many positive aspects of my childhood and influenced my love for sports today.
Different sports and games teach different lessons depending on where they come from. For example, team sports like soccer teach you to work together, talk to teammates, and stay focused. Individual sports like running or swimming help you build personal strength, discipline, and set goals. In the case of colonialism and residential schools, sports were used to make Indigenous kids follow the rules and forget their own traditions. |
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.
| In the video, people explain that sport is like medicine because it helps them feel better both physically and mentally. It’s a way to connect with others, build confidence, and feel stronger. For many, it also helps them reconnect with their culture and identity, giving them a sense of belonging. |
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 means that while the government is trying to help with Indigenous sports, they’re still doing it in a way that doesn’t respect Indigenous traditions. Instead of focusing on supporting traditional Indigenous sports, they’re pushing Indigenous people to fit into the mainstream system. |
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.
| A symbol in Canadian hockey is the Stanley Cup. It’s the biggest prize in hockey and is a symbol of success and pride in Canada. Winning the Cup connects players and fans across generations and shows how much Canadians love the sport. It’s not just a trophy; it’s a symbol of Canada’s hockey history. |
Section Three: Decolonization
Please see the major assignment for this half of the term in the final section of this chapter.
