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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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After reviewing Chapter 15 of Part One, The Final Report of the Truth and Reconciliation Commission of Canada, several sections resonated with me. While the most poignant aspect was the notion that competitive sports were inherently unsuitable for women due to their promotion of masculinity. During the late nineteenth century, women were perceived as delicate, intellectually and physically weak. It was widely believed that participating in sports could hinder a woman’s primary societal responsibility, which was childbearing. This particular passage particularly enraged me, prompting me to exclaim, “WHAT!” Most sports organizations refused to admit women as members, and their participation in numerous activities was severely restricted due to the cumbersome attire they were required to wear for modesty. The only sports that were deemed appropriate for girls and women were croquet, skating, and tobogganing. I found this to be quite disappointing and limiting for girls who simply desire to engage in enjoyable activities.
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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).
| First approved in 1876, the Indian Act is a federal legislation in Canada that regulates issues about Indigenous peoples, or First Nations, in the country. It outlines First Nations people’s, bands’, and reservations’ rights, position, and government. Because it has traditionally been used to control and assimilate Indigenous peoples rather than acknowledging their sovereignty and rights, the Act has drawn harsh criticism for its colonial and racist practices. Some of the more restricted terms of the Indian Act have been removed through several modifications over the years (such as limitations on Indigenous cultural practices). However, it remains controversial and in effect today. Many Indigenous leaders and scholars have called for its replacement with laws that respect Indigenous sovereignty and self-governance.
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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 process is shown by the way settlers appropriate Indigenous dances, symbols, and spiritual practices while denying them their original meaning. For instance, indigenous names, symbols, and even dances have been incorporated into the branding and fan culture of several sports clubs, including the Chicago Blackhawks (NHL) and the old Washington Redskins (NFL). These representations frequently erase the true cultural and historical value of Indigenous customs while distorting them and reducing them to stereotypes.
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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.
| What values do we learn from different sports and games?
Since I grew up playing soccer, volleyball and competitive dance, I have had many instances where I have learned valuable life skills and lessons. Because soccer is such a dynamic and fast-paced activity, I learned endurance, learned how to have good teamwork, and strategic thinking. Communication, making decisions quickly, and having faith in teammates are all stressed in all the sports I played. However, overall I resonated and learned the most due to dance. The ability to be able to express myself through movement and songs was the best feeling. It also taught me precision, self-control, emotional expression, and the capacity to perform under pressure.
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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.
| Playing sports can help you deal with life’s emotional and spiritual struggles. Lacrosse is a kind of therapy for Aidan Baker. Sports are seen as a therapeutic game and a gift from the Creator. People might find comfort in sports, which can help them deal with school and life in general. Sports gave survivors of residential schools joy and a sense of accomplishment, particularly when they could utilize their language to their advantage. According to one interviewee, elders advised them that athletics might help them avoid being burdened by the bad things that have happened in the past. Overall, sports are essential to Indigenous people’s developmental well-being.
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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 argues that the government’s approach to Indigenous sport development, despite their efforts, continues to reflect a colonial attitude. She adds that the government must cooperate with Indigenous people to properly understand how to promote and grow Indigenous-led sports. She feels that Indigenous peoples should have more say over sport development. She emphasizes the necessity for a national plan that promotes Indigenous-led 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.
Having a backyard outdoor rink symbolizes devotion, resilience, and a lifelong passion for the sport. As well as bringing together family, friends and neighbours. This is something my family and neighbourhood used to do and we’d all come together and bring hot chocolate and yummy snacks while the kids skated and the parents hung out and chatted. |
Section Three: Decolonization
Please see the major assignment for this half of the term in the final section of this chapter.
