The part that stood out to me most was how sports were used as tools of assimilation in residential schools, often forcing Indigenous children to follow European rules while discouraging their own cultural games. It made me feel heartbroken, frustrated, and reflective. I felt deep sadness for the loss of culture and the pain survivors endured, but also a sense of respect for their resilience and the strength it takes to share these difficult stories today.
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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).
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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 looks like settlers adopting Indigenous games, dances, or physical practices without understanding their cultural meanings. It often involves changing these traditions to fit settler values or entertainment, while ignoring the original context. This allows settlers to feel a sense of belonging to the land, while still pushing Indigenous people and cultures to the margins.
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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.
| When residential school staff took photos, they aimed to create the impression that the schools were positive, nurturing environments. These images often showed children playing sports, smiling, or engaging in structured activities. However, this was a carefully crafted illusion meant to hide the reality of cultural erasure, emotional trauma, and harsh conditions Indigenous children faced. By presenting an image of order, discipline, and happiness, the photos helped promote the idea that residential schools were beneficial and justified. In truth, many children experienced loneliness, abuse, and a loss of their language and identity. These staged images were used for official reports and public messaging, reinforcing colonial narratives and silencing the truth about the students’ lived experiences. They also encouraged settlers to project their own memories of school onto the photos, making it easier to ignore or dismiss the painful truths behind the residential school system and its long-lasting effects.
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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 The Creator’s Game, sport particularly lacrosse is described by many Indigenous people as a powerful form of medicine that supports healing on multiple levels. For the Haudenosaunee and other Indigenous nations, lacrosse is not just a sport but a sacred practice with deep spiritual roots. It was traditionally played to entertain and honour the Creator, and is still viewed as a way to connect with spiritual purpose. Many of the individuals interviewed explain that sport helps heal the mind, body, and spirit. It promotes balance and wellness, offering a space where people can release pain, trauma, and stress in healthy ways. For Indigenous youth, traditional games like lacrosse are a means of reconnecting with culture and identity, which is especially meaningful in the aftermath of colonialism and residential schools. Sport acts as a form of cultural resurgence and pride, strengthening individual and community well-being. Interviewees also emphasize the role of discipline and respect in preparing for the game, such as fasting or spiritual cleansing, which reflects its ceremonial significance. Additionally, sports bring people together, creating bonds within families and communities. They foster unity, resilience, and hope. Ultimately, sport is medicine because it heals not only individuals, but communities, through spiritual connection, cultural expression, emotional release, and collective strength. This broader, culturally-rooted understanding of sport differs from mainstream views, highlighting the importance of recognizing Indigenous perspectives in shaping sport and recreation programs today.
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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”?
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Waneek Horn-Miller’s statement highlights how government-led Indigenous sport development still reflects colonial control. Although programs are being introduced to support Indigenous athletes and communities, many are structured around non-Indigenous definitions of sport and success. These efforts often prioritize competitive, Western-style outcomes instead of recognizing the cultural, spiritual, and community-based values Indigenous peoples hold toward physical activity. By designing and implementing programs without truly involving Indigenous voices in leadership or decision-making, the government continues to treat Indigenous peoples as passive recipients rather than self-determined partners. The approach often lacks cultural sensitivity and does not fully acknowledge traditional sports or ceremonial activities as equally valid. Instead of supporting sport in a way that restores cultural knowledge and self-governance, it often reinforces dependency and old power dynamics rooted in colonialism. Horn-Miller emphasizes the need for Indigenous control and cultural respect in sport development to truly move away from colonial practices. |
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.
| The image of hockey sticks frozen into snowbanks, outdoor rinks under falling snow, and young players wearing the maple leaf are strong cultural symbols tied to Canadian identity. These scenes are often portrayed in media as expressions of national unity, pride, and perseverance. Hockey has become more than a sport it’s treated as a defining feature of Canadian life. However, this narrative often excludes diverse experiences, particularly those of Indigenous peoples, whose involvement in hockey is frequently overlooked or romanticized without recognizing the systemic barriers they face. The symbolism presents a one-size-fits-all version of Canadian identity, centering settler experiences while marginalizing others. By idealizing hockey as the heart of Canadian culture, these symbols can unintentionally silence histories of exclusion and reinforce the idea that belonging comes through assimilation into mainstream values. Recognizing these symbols critically allows for a deeper, more inclusive conversation about sport, representation, and nationhood.
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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.
Game map
