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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)
| What stood out to me the most throughout this chapter was when we looked into the freedom children at residential schools have to play. This section really stood out to me as it put into perspective how lucky I am, along with many others in our community. Growing up at home, I was able to play with my toys and sporting equipment when I wanted and if possible, whoever I wanted. My parents didn’t time me like they did in residential schools, as well as they weren’t watching over me the entire time enforcing unfair rules. In addition, I had freedom with sports, unlike residential schools. I was fortunate enough that my parents signed me up for sports, and I was even luckier that they let me choose the sports I liked and let me quit sports I didn’t have fun playing. Overall, this section of the chapter stood out to me because it showed me how lucky I have been to have a childhood where my freedom, choice, and privacy were never once violated, especially when it came to sports and play. |
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).
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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)
| The colonial project often would take parts of Indigenous cultures and change them to fit the needs of settlers and this led to their culture losing its original meaning. For example, settlers might adopt Indigenous dances and ceremonies but would disregard its spiritual/cultural importance as they would perform these things as entertainment for themselves and not its actual purpose. They might also take Indigenous clothing and symbols and use them for their own modern-day fashion which again, takes something of theirs and then takes away the real meaning behind these clothes. Overall, these actions were how settlers made sure to feel connected to the land but still had control over it and ignoring the true meaning of these practices that. |
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.
| How Much Freedom Did you Have to Play as a Child?
Children in residential schools had very little freedom to play. Their daily schedules were basically controlled from morning to night, and even when there were opportunities for physical activity, they were monitored the entire time. As mentioned in Barbara Johnson’s story, she was not allowed to leave with her brother because she had to attend gym class. Even though gym and sports like hockey were part of the curriculum, they were used to enforce discipline and control rather than offering true freedom or fun. Any sense of freedom in play came from moments when children, like Barbara, used sports as a way to distract themselves or escape the harsh realities of the school system. |
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.
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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”?
| I think that what Waneek Horn-Miller means is that while the government is trying to support Indigenous sports, it is still controlling the process in a colonial way. Instead of letting Indigenous communities lead, instead the government makes decisions for them. This means programs may not fit Indigenous needs or ways of doing things. She believes Indigenous people should have more control over their own sports programs and development. |
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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Section Three: Decolonization
Please see the major assignment for this half of the term in the final section of this chapter.
