4 Chapter Four: Decolonizing Sport
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)
| The part of the chapter that stood out to me the most was the severity of the long-lasting effects of Residential Schools on Indigenous children. The chapter discusses how the abuse and neglect that students experienced have affected not only the survivors but current generations of Indigenous peoples as well. Many of the emotional, physical, and psychological harms of residential schools have e]been passed down through families, resulting in intergenerational trauma. It is clear that Indigenous communities have been severely damaged by the residential school system and the Canadian Government needs to do much more to even come close to making amends.
As I read the chapter, I felt a combination of the emotions sad and disappointment. Reading the stories of what happened to innocent children was heartbreaking and made me disappointed in the country that I have always called home. |
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).
The Indian Act:
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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 means that although colonial projects sought to suppress Indigenous cultures, they also adapted and appropriated elements of these cultures as part of a larger strategy to make settlers feel connected to the land. The process involves taking aspects of Indigenous cultures such as body movement, rituals, and traditions, and reshaping them to fit the needs and desires of settler colonial society. |
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.
| When residential staff took photos, what impression did they try to create?
When residential staff took photos of Indigenous children playing sports, it was obvious that they were trying to make the impression that the school was a supportive and enjoyable environment for students. In reality, this was not the case at all because the individuals who attended the school were Indigenous children who were detached from their families and forced to adopt Christianity and European customs, leaving their languages, cultures, and traditions behind. At these schools, children experienced forms of physical, emotional, and sexual abuse. The trauma caused by these experiences has had long-lasting effects on Indigenous communities, contributing to intergenerational trauma, loss of culture, and disruptions to families and communities. In a particular photo on the website of the Girls’ softball team at Old Sun Residential School, Gleichen, Alberta, 1940s, the children are smiling at the camera and appear to be enjoying themselves. Perhaps the only reason they are smiling is because playing sports is the only form of enjoyment they get at residential schools. Another possibility is that the children were threatened by staff members to smile for the photo or else they would be abused like they were on many other occasions at the schools. It is impossible to ever know, but what is known is that the staff members were attempting to create the impression that the residential schools were positive spaces for children. The goal of the photo was to hide the disturbing secret of abuse and oppression that each of the Indigenous children experienced before and after the image was taken. |
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.
| Throughout the video, the Indigenous peoples interviewed considered sport as medicine in many different ways. Some individuals stated that sports help them deal with hardships they are experiencing in their lives. This means that sports serve as a method to overcome these hardships and push forward. Others referred to sports as a therapy to cope with the trauma they have experienced, meaning that engagement in physical activity can have a healing or therapeutic effect on individuals who have experienced emotional, psychological, or physical trauma. Lastly, Indigenous peoples also noted that sports helped them connect while at residential schools and that it was one of their only forms of enjoyment. Even though their culture was assimilated at the schools, while playing sports they used their true language to communicate with one another, bringing back a sense of identity.
The purpose of medicine is to promote health, prevent illness, and alleviate suffering. For Indigenous peoples, sports is a form of medicine because it does each of these things for them. Although every interviewee had a different response as to how sport is considered medicine to them, they all shared the common theme of sports being an activity that brings them comfort and enjoyment. I also want to note that I really enjoyed this video. I thought it was awesome to hear about the different responses as to how sports serve as a great supporting system for many Indigenous peoples. |
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”?
| When Waneek-Horn-Miller says that the government is “trying but still approaching Indigenous sport development in a very colonial way”, she is highlighting a major issue regarding how sports programs and initiatives for Indigenous peoples are being created by the government. The government is suggesting that Indigenous peoples participate in sports leagues that are developed and run by white people who have historically suppressed their culture. They do not recognize the traditional Indigenous practices and games that were replaced with mainstream, Western sports systems. Instead, they are insisting that yet again, Indigenous peoples adapt to their lifestyle and compete in modern “Canadian” sports leagues.
Another key word in Waneek-Horn-Miller’s quote is “trying”. The government is trying to approach Indigenous sports development in a very colonial way. This means that their attempts have so far been ineffective and suggest new approaches should be made, perhaps not in a colonial way. This is similar to many things in the 94 Truth and Reconciliation Calls to Action, as the Government states that they are “trying” to make amends but there is still much work and effort that needs to be done. I recommend the government listen to the Indigenous community and work with them to take positive strides in sports development. Hopefully, a resolution can be created that is beneficial to both sides, but in particular 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.
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This picture is of Connor McDavid scoring the game-winning goal in the championship game of the 4 Nations Face-off tournament against the United States just over a couple of weeks ago. Prior to the game, there had been a lot of political controversy, as President Trump had been threatening Canada with 25% tariffs and suggesting that the nation should become the 51st state. Many members of management and players on Team USA stated that they used Trump’s comments as motivation to beat Canada before the game had begun. Canada won the game off the stick of a Connor McDavid overtime goal and this image demonstrates the significance of the victory. The moment was more than just a hockey game, as millions of people around the country were united and cheered for their country. It is a moment that I will never forget and a symbol that constitutes Canadian hockey discourse in Canada. Hockey will always be Canada’s game! |
Section Three: Decolonization
Please see the major assignment for this half of the term in the final section of this chapter.
Longer Prompt (5% of final grade)
Read the TRC’s 94 Calls to Action specific to sport again. Choose one of the Calls to Action that have been answered in full or in part and in 300 words explain the steps that have been taken to fulfill them and provide specific examples of what this looks like. Also, reflect on how communities and individuals (particularly settlers) can contribute to addressing these Calls to Action.
This mini-assignment was used to replace the final assignment above:
#87 of the TRC’s 94 Calls to Action specific to sport states; We call upon all levels of government, in collaboration with Aboriginal peoples, sports halls of fame, and other relevant organizations, to provide public education that tells the national story of Aboriginal athletes in history.
This Call to Action is focused on recognizing and educating the public about the contributions of Indigenous athletes throughout Canadian history. It emphasizes collaboration between governments, Indigenous communities, and institutions such as sports halls of fame to ensure these stories are shared widely and respectfully. This Call to Action is significant because it acknowledges the major contributions to sports that Indigenous peoples have made. Athletes including Ethan Bear, Tom Longboat, Waneek Horn-Miller, and Fred Sasakamoose often have their stories overlooked in mainstream narratives. For Indigenous youth, recognizing role models who share their identity can be powerful and inspiring.
Thus far, there have been several initiatives taken to fulfill Call to Action #87 of the Truth and Reconciliation Commission. For example, the Saskatchewan Roughriders Football Club of the CFL has taken proactive steps to honor Indigenous athletes. The organization has created a plan that consists of team staff and Indigenous community members to guide their initiatives. The club has celebrated Indigenous culture through events like the “kisiskâciwan” game, which incorporates Indigenous traditions into the football experiences. Additionally, they utilize their digital platforms to amplify the stories of Indigenous athletes, aligning with TRC Call to Action #87. Another initiative that has been taken is the partnership between the Manitoba Aboriginal Sports and Recreation Council and Sport Manitoba. The partnership creates a coaching guide that incorporates TRC Calls to Action #87. This resource aims to educate coaches on incorporating Indigenous perspectives and histories into their training practices. Lastly, the BC Sports Hall of Fame established the Indigenous Sport Gallery in 2018, the world’s largest permanent gallery dedicated to Indigenous sport. This gallery honors over 40 Indigenous athletes, coaches, and representatives, including figures like Carey Price and Richard Peter who have each had significant accomplishments. Overall, there is still much work that needs to be done to fulfill #87 of the TRC’s 94 Calls to Action, but it is clear that progress has been made.
Communities and individuals can also contribute to addressing this Call to Action. For example, individuals can learn about Indigenous athletes and share their stories in classrooms, on social media, or within community spaces. Community members can also volunteer, attend, or donate to Indigenous-led sports organizations to show support. Ultimately, there are many things that we community members can do to progress reconciliation and make a positive difference within Canadian society.
