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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)
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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 idea of “exclusion“ really stood out in the chapter, especially when thinking about how Indigenous peoples were intentionally kept out of sports and recreation from 1867-1939. The Canadian government and society at large had policies that excluded Indigenous people from participating in mainstream activities, and this was not just about physical space – it was about cultural and social isolation. The focus was on Euro-Canadian values, which pushed Indigenous traditions and practices to the side, reinforcing harmful stereotypes and ideas that Indigenous cultures were not as valuable. As I read this, I felt a deep frustration and sadness. It is hard to imagine how long-lasting these exclusionary policies were and how much harm they caused. It made me think about the ongoing struggles Indigenous communities face today and how much work is still needed for recognition and equality.
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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 did not just suppress Indigenous cultures; it also took parts of them and twisted them to fit settler needs. This meant adopting things like Indigenous dances, symbols, or sports but stripping away their deeper meanings and context. Settlers would use these cultural elements to claim them as their own without understanding or respecting the traditions behind them. It was not about honouring Indigenous culture but instead turning it into something that fit colonial ideals. This process erased the real significance of Indigenous practices and reinforced the power dynamics of colonization. |
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.
| What values do we learn from different sports and games?
We learn values from different sports and games, such as teamwork, discipline, resilience, and fair play. These values teach us how to collaborate with others, face challenges head-on, and stay focused on a goal while respecting the rules and each other. However, in the context of residential schools, these same games were often used to impose colonial values, stripping Indigenous children of their cultural practices and replacing them with practices that aligned with settler ideals. In this way, the sport was not just a tool for learning life lessons but also a mechanism for controlling and assimilating Indigenous children into colonial systems.
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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, sport is described as a form of medicine that helps people heal emotionally and physically. For Aiden Baker, lacrosse has been his way of coping with life’s challenges, offering him comfort and a sense of purpose. Chief Robert Joseph shares how sports gave him pride and strength, especially after the trauma of residential schools. For many, sports, like lacrosse, are more than just games. They are a way to reconnect with their culture and heal from past hurts. One woman talks about how playing sports has helped her grow and succeed, even earning a scholarship. Sport is not just about staying active; it is a healing, reconciliation, and self-discovery tool. It is about bringing people together, reclaiming identity, and honouring the struggles of those who came before. Through sport, people can move forward with pride, unity, and hope for the future while never forgetting their past. It is a reminder that sport can be a powerful, transformative force for personal and collective healing.
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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”?
| Waneek Horn-Miller is saying that while the government is making efforts to support Indigenous athletes, it is still doing so in a way that does not fully understand or respect Indigenous communities. When she refers to it as a “colonial” approach, she means that the government is still applying external policies that do not consider the unique needs and cultures of Indigenous people. Instead of collaborating with Indigenous communities and letting them shape their own sports programs, the government tends to impose systems that do not always fit with the reality of their lives. For example, many Indigenous communities are remote and face barriers like racism and lack of access to resources. Waneek calls for a more respectful and tailored approach that listens to Indigenous peoples and supports them in a way that honours their traditions and specific needs.
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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.
| Hockey is not only a beloved sport in Canada, but it also plays a significant role in uniting people from all walks of life. In this photo, we see the joy and pride of hockey fans after their team wins, a moment that transcends the game itself. It is a shared experience that brings communities together, whether from small towns or big cities, all rallying behind the same team. Representing Canada in such a prestigious league carries immense pride, as it signifies the country’s strength, skill, and rich history of the sport. For Canadian players, it is not just about the competition. It is about honouring their heritage and the generations that have come before them. Wearing the national jersey in a major league means carrying the hopes and dreams of millions, and the victory is not just for the team but for the entire nation. The sense of pride that comes with representing Canada on the global stage is deeply ingrained in the identity of both the players and their fans. Hockey, therefore, becomes more than just a sport it is a celebration of unity, national pride, and the spirit of resilience that defines Canada.
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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.
