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We situate the race-based division of Manitoba's Keystone Junior Hockey League as a case study to reveal the ongoing processes of settler colonialism. We argue that this split is an example of "White settler possessive logics," whereby settler belonging is naturalized through reiterative embodied acts of occupation. That this split happened in hockey, which is colloquially referred to as "Canada's game," is perhaps unsurprising given that hockey is a significant cultural site where Canadian nationhood is produced. However, we also contend that settler entitlement and belonging are never fully secure, but rather always in the process of (un)becoming. Settler belonging is thus threatened by Indigenous embodied sovereignties, which we argue can be found in the game of hockey generally, and in the Keystone Junior Hockey League specifically. [ABSTRACT FROM AUTHOR]

This paper situates Euro-Western sport within a broader settler colonial logic of elimination that frames Indigenous bodies, cultures, and ideas within a politics of containment in the production of the colonized masculine subject. We use three examples to illustrate our argument, including an examination of the use of Euro-Western sport and physical culture in Indian Residential Schools, the definitional confinement of diverse and constantly adapting Indigenous cultures within contemporary Canadian sport policies, and finally the representational fixing of Indigenous masculinities within stereotypes of the hyper-masculine warrior in dominant sport media. However, sport and physical culture are also central to processes of Indigenous resilience, resurgence, and decolonization and, while these themes run throughout the paper, they are explicitly addressed in the final section. [ABSTRACT FROM AUTHOR]

While interdisciplinary knowledge is critical to moving beyond categorical ways of knowing, this comes with its own set of pedagogical challenges. We contend that acknowledging existing knowledge hierarchies and epistemological differences, recognizing the ideological baggage that students’ bring to the classroom in terms of their understandings of health, embracing intellectual uncertainty, and encouraging learning-as-witnessing, are fundamental to fostering an interdisciplinary pedagogy that opens up a space for dialogue between psychology and sociology. We draw on the case of obesity and physical inactivity in the Canadian context as an exemplar of a kinesiology dilemma in which both psychology and sociology have important, albeit different, roles to play. We suggest that the anxiety provoked by such an approach is not only necessary but productive to forge an intellectual space where psychologists and sociologists may better hear one another. [ABSTRACT FROM AUTHOR]