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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)
| Hey Kelly, I got confused on what chapter you wanted us to reflect upon because it was different in the Pressbook than on Blackboard so I did both.
The Final Report of the Truth and Reconciliation Commission of Canada: The part of the chapter that stood out most was how recreational activities, including sports and music, were manipulated as tools of assimilation rather than being sources of joy and personal growth. The report describes how Indigenous children were encouraged to participate in organized sports such as hockey and football, but only in ways that aligned with colonial ideals, stripping these activities of their cultural significance. It was moving to read about how, despite these efforts, many children found ways to reclaim these experiences, preserving their identity and forming bonds of resilience in the face of systemic oppression. Witnessing Painful Pasts: Understanding Images of Sports at Canadian Indian Residential School: The part of the chapter that stood out to me was how sports, often seen as positive, were used as tools of cultural assimilation in residential schools. Reading that “sport was not an antidote to the cultural genocide enacted through schooling, rather it was an essential element of that process” (McKee and Forsyth 6) was unsettling. It challenged the idea that sports were harmless, revealing how they masked deeper harm by reinforcing colonial narratives. I felt sadness and anger, realizing how even seemingly innocent activities such as hockey were weaponized to suppress Indigenous identity and traditions. References McKee, T., & Forsyth, J. (2023). Witnessing Painful Pasts: Understanding Images of Sports at Canadian Indian Residential Schools. Trentu.ca. https://canadiancoursereadings-ca.proxy1.lib.trentu.ca/product/witnessing-painful-pasts-understanding-images-of-sports-at-canadian-indian-residential-schools-2/?isbn=9781773636344-04&rg=Trent03 The Final Report of the Truth and Reconciliation Commission of Canada (Volume One).15. Recreation and Sports: 1867-1939 (pp. 353-374) |
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).
| Settler colonialism is a distinct form of colonialism in which foreign settlers move into a land with the intention of permanently occupying and controlling it. Unlike traditional colonialism, which primarily focuses on extracting resources and wealth from a colonized region, settler colonialism is centered around establishing a new society on land already inhabited by Indigenous peoples. This process often involves the displacement, marginalization, and erasure of the Indigenous population. Settler colonialism manifests through land seizure, the imposition of foreign legal systems, and the suppression of Indigenous cultures, languages, and rights. One of the defining features of settler colonialism is its ongoing nature. Unlike other forms of colonialism that may end with political decolonization, settler colonialism persists through modern institutions, policies, and societal attitudes. This is exemplified in countries such as Canada, where Indigenous communities continue to face systemic challenges related to land rights, cultural preservation, and socio-economic disparities caused by settler colonial structures. Efforts to reclaim land, revitalize Indigenous languages, and assert sovereignty are ongoing, underscoring the enduring impact of this colonial system. I chose to explore this term due to my deep commitment to justice and human rights activism. Understanding settler colonialism is crucial to recognizing the historical and contemporary systems of power that shape our world. Thus, by learning about this concept, we can better support the survival, identity, and rights of Indigenous peoples while advocating for meaningful change and reconciliation. Addressing settler colonialism is essential for creating a more just and equitable society for all.
I chose the term “Residential School System” due to its immense importance in this module, especially as we discussed how sports were portrayed and utilized in the residential school system as a means of colonial control. The residential school system refers to a network of boarding schools established and funded by the Canadian government and run primarily by Christian churches between the late 19th and late 20th centuries. These institutions were designed to assimilate Indigenous children into Euro-Canadian culture by removing them from their families, languages, and cultural traditions. While the schools claimed to offer education, their primary purpose was to enforce colonial values and suppress Indigenous identities. Sports, within this context, were often used as tools of discipline, assimilation, and control. Participation in sports was seen as a way to instill Euro-Canadian values such as competition, obedience, and conformity. However, despite these intentions, some Indigenous students found ways to reclaim sports for their own empowerment and resilience, creating complex dynamics between control and resistance. Understanding the residential school system is crucial as it underscores the long-lasting impacts of colonialism on Indigenous peoples and how something as seemingly positive as sports was weaponized to further cultural erasure. Thus, this context helps us critically examine the legacy of these schools and the ongoing process of reconciliation. |
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 appropriates and adapts Indigenous cultures and body movement practices by transforming traditional activities such as canoeing, snowshoeing, and lacrosse into settler sports, stripping them of their cultural and spiritual significance. Settlers adopt these practices to construct a sense of belonging to the land, positioning themselves as natural inhabitants to legitimize their presence. This appropriation reinforces settler colonialism’s goal to “make settlers Indigenous” while erasing Indigenous peoples’ deep-rooted relationships with these traditions and disregarding their original cultural contexts. |
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.
| Question Chosen: What values do we learn from different sports and games?
Reading “The Skate” on the Witness Blanket website deeply moved me, underscoring how sports were more than just games for children in residential schools; they were fleeting moments of freedom amidst hardship and struggle. The story of the skate from Muscowequan Residential School in Saskatchewan made me reflect on my own childhood. I had the freedom to play whenever I wanted, something I now realize I took for granted and never fully appreciated. For children in residential schools, playing sports such as hockey offered a temporary escape from loneliness, strict routines, and emotional isolation. However, the reading also revealed the complex reality that sports were used by residential schools as tools of assimilation, aimed at instilling European-Canadian values and undermining Indigenous identities. Hockey, skiing, and other activities were not just recreational; they were part of the schools’ colonial mission to “re-create” Indigenous children in the Canadian image. Despite this, children found ways to reclaim these moments for themselves and create meaningful experiences. Leon Wolfe, Eugene Arcand, and others described sports as both survival strategies and rare sources of joy, connection, and resilience. Even under harsh conditions, children developed teamwork, perseverance, and a sense of identity. Tom Roberts’ memory of sneaking away to toboggan and Barbara Johnson’s love of sports show how play could soften the harshness of their reality. “The Skate” reminds us that small moments, such as lacing up a skate, held deep meaning: they were acts of resistance, sources of pride, and flashes of humanity in dark times. This reading reinforced the importance of empathy, understanding, and remembering these often hidden histories. References Arcand, E., Charlie, B., Johnson, B., Kuptana, L., Wolfe, L., & Roberts, T. (n.d.). Skate – The Witness Blanket. Witnessblanket.ca. https://witnessblanket.ca/story/skate |
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 BC Lions’ (2022) video “Sport Is Medicine”, several Indigenous community members share heartfelt insights into the transformative power of sports in their lives and communities. Aiden Baker emphasizes the spiritual importance of lacrosse, describing it as a “medicine game”, a sacred gift from the Creator that holds deep cultural and spiritual significance. For Baker and many Indigenous people, playing lacrosse is not just about competition but about connecting with tradition, spirit, and community. William Nahanee underscores how sports have served as a vital tool for healing and rebuilding community connections, particularly in the aftermath of the trauma caused by residential schools. He points out that sports can restore a sense of belonging, purpose, and unity for individuals and entire communities affected by historical injustices. Dr. Chief Robert Joseph expands on this, stressing the therapeutic benefits of sports in addressing intergenerational trauma. Thus, by fostering resilience, pride, and collective well-being, sports become a pathway for healing emotional wounds passed down through generations. The Treadwell family shares personal stories illustrating how participating in sports has helped them navigate difficult times, strengthen family bonds, and reconnect with their cultural roots. Their experiences reflect how sports can be a source of joy, support, and positive change. Collectively, these voices reveal that sports are far more than recreational activities in Indigenous communities. They are essential components of cultural identity, spiritual nourishment, and communal healing, offering a powerful means to generate resilience, reclaim traditions, and promote overall well-being.
References Lions, B. (2022, September 30). SPORT IS MEDICINE | The importance of sport for Canada’s Indigenous peoples. Www.youtube.com. https://www.youtube.com/watch?v=UPAS82U8uwE |
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 means that even though there are efforts being made to support Indigenous athletes, they are still being handled in a way that doesn’t fully understand or respect Indigenous perspectives. This really made me think about how frustrating that must be having people try to “help” but not actually listen to what you need. Horn-Miller is saying that the government often creates programs without involving Indigenous voices, which leads to solutions that don’t really work for the communities they’re supposed to serve. What really stood out to me is how she talks about the challenges Indigenous athletes face just to pursue their dreams. It’s hard to imagine being passionate about a sport but not having access to basic facilities, proper equipment, or financial support. No one should be held back just because of where they come from, yet so many Indigenous athletes face that reality. As well, Horn-Miller points out how complicated it is to represent Canada as an Indigenous person; how can you fully feel pride in representing a country that hasn’t always respected your people? What Horn-Miller really means is that the government needs to go beyond just “trying” and start working with Indigenous people instead of making decisions for them. She wants to see more Indigenous athletes given real opportunities and meaningful support. It’s about respect, listening, and understanding that Indigenous communities know what’s best for them. Hearing her speak about this made me realize how important true collaboration is not just for sports but for how we work toward reconciliation as a whole.
References CBC News. (2021, July 18). The hurdles Indigenous athletes face chasing Olympic dreams. Www.youtube.com. https://www.youtube.com/watch?v=xgoUkepAWPk |
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.
   
Forsyth and McKee’s (2023) case study of hockey underscores how the sport has been historically positioned as a symbol of Canadian unity while simultaneously reinforcing colonial narratives. Hockey is portrayed as a shared cultural experience binding Canadians together, yet this “unifying” narrative frequently marginalizes Indigenous peoples. Rather than reflecting genuine inclusivity, dominant hockey discourse tends to suggest that Indigenous players should feel “grateful” to be included in what is deemed a national pastime. This perspective ignores the sport’s colonial roots and the systemic barriers Indigenous athletes face. Despite Indigenous peoples’ significant contributions to hockey, their stories are often erased or made to fit the feel-good narrative of national unity. Therefore, the media frequently celebrates Indigenous players only when they conform to certain success stories, glossing over persistent racism and structural inequalities within the sport. When reflecting on the “binding cultural symbols” of Canadian hockey, iconic images emerge, such as children playing on frozen ponds, the red and white Team Canada jersey, televised Hockey Night in Canada broadcasts, and the stereotypical backyard rink. These symbols evoke nostalgia and national pride while also perpetuating a narrow, romanticized version of Canadian identity that frequently excludes Indigenous perspectives. The image of children playing on frozen ponds symbolizes grassroots connection and a carefree Canadian childhood, yet it overlooks barriers such as geography, socioeconomic status, and systemic marginalization faced by Indigenous communities. For many Indigenous children in residential schools, hockey was both an escape and a tool for assimilation. The Team Canada jersey embodies national pride during international competitions but often neglects the country’s cultural diversity and history of Indigenous exclusion. Hockey Night in Canada creates shared experiences, though it predominantly reflects male, white perspectives, sidelining Indigenous voices. The backyard rink symbolizes family bonding and dedication while emphasizing middle-class privilege, inaccessible to many in remote Indigenous communities. Thus, these cultural symbols evoke unity and pride while accentuating the complex role of hockey in Canadian identity, revealing how the sport can both perpetuate colonial oppression and embody Indigenous resilience. References McKee, T., & Forsyth, J. (2023). Witnessing Painful Pasts: Understanding Images of Sports at Canadian Indian Residential Schools. Trentu.ca. https://canadiancoursereadings-ca.proxy1.lib.trentu.ca/product/witnessing-painful-pasts-understanding-images-of-sports-at-canadian-indian-residential-schools-2/?isbn=9781773636344-04&rg=Trent03 |
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.
The Canadian government has significantly addressed Call to Action #88 from the Truth and Reconciliation Commission (TRC). According to the Government of Canada (2023), this Call explicitly urges governments at all levels to support long-term Indigenous athlete development and the North American Indigenous Games (NAIG), including funding for hosting team preparation and travel. Budget 2017 invested $18.9 million over five years, starting in 2017-2018, with ongoing funding of $5.5 million on a four-year cycle thereafter, to support Indigenous sport leadership and culturally relevant programming (Government of Canada, 2023). Additionally, $23.5 million was allocated every four years specifically for hosting the NAIG, along with $9 million over five years for Provincial and Territorial Indigenous Sport Bodies to enhance their operational capacity and culturally relevant sports programming (Government of Canada, 2023). Budget 2022 further committed $20 million for Indigenous youth sport, continuing support for NAIG team preparations and travel (Government of Canada, 2023). The establishment of a structured funding model exemplifies progress in responding to Call #88. The adoption of a new hosting model by the NAIG Council, beginning in 2024, demonstrates a commitment to sustained Indigenous athlete development (Government of Canada, 2023). This model, involving matched federal-provincial and territorial funding for each hosting cycle, ensures consistent, reliable support (Government of Canada, 2023). Practical outcomes include the successful hosting of the NAIG 2023 in Halifax and the upcoming 2027 Games in Calgary and Tsuut’ina Nation, Alberta (Government of Canada, 2023). O’Bonsawin et al. (2023) argue that settlers and communities have a critical role in furthering reconciliation through sport. They emphasize that meaningful reconciliation requires settlers to engage actively in “pedagogical witnessing”, defined as genuinely listening to, understanding, and internalizing Indigenous narratives, especially regarding the traumatic impacts of colonialism on Indigenous identity and community through sport (O’Bonsawin et al., 2023). This type of witnessing disrupts colonial narratives and creates space for personal and societal transformation rooted in mutual respect and understanding. Communities and individuals, particularly settlers, can actively contribute by creating inclusive sporting environments and by supporting Indigenous-led initiatives. As O’Bonsawin et al. (2023) convey, communities should advocate for culturally relevant sports programming, ensure Indigenous voices guide decision-making processes and promote cultural sensitivity training in sports organizations. Additionally, supporting and championing initiatives such as the NAIG at local and national levels helps foster meaningful connections and collaboration. Furthermore, O’Bonsawin et al. (2023) emphasize the importance of critically reflecting on how sport itself has historically contributed to colonial practices. They suggest that communities and settlers must recognize and actively challenge the ways sport has been complicit in perpetuating colonial power structures (O’Bonsawin et al., 2023). This includes supporting Indigenous epistemologies and cultural practices within sports contexts, effectively contributing to decolonization and reconciliation. Ultimately, addressing Call to Action #88 demands more than governmental funding. It requires consistent and thoughtful engagement from settlers and communities, reflecting a collective commitment to rectifying historical injustices, promoting equity, respecting Indigenous cultural identities, and nurturing mutual understanding through sport. As articulated by the Truth and Reconciliation Commission of Canada (2015), reconciliation must involve everyone; it is about creating relationships of mutual respect, as promised historically, and demands collective action from all Canadians to repair past damage and forge equitable, respectful relationships moving forward.
References
Canada, G. of C. I. and N. A. (2018, April 23). Sports and reconciliation. Www.rcaanc-Cirnac.gc.ca. https://www.rcaanc-cirnac.gc.ca/eng/1524505883755/1557512006268
Truth and Reconciliation Commission of Canada. (2015). Canada’s Residential Schools: The History, Part 1 – Origins to 1939. McGill-Queen’s University Press.
O’Bonsawin, C., & Forsyth, J. (2023). Ways of Knowing: Sport, Colonialism, and Decolonization. In Decolonizing Sport. Fernwood Publishing.
