CHAPTER 8 Indigenous Bodies: Ordinary Lives Brendan Hokowhitu Ōpōtiki Red with cold Māori boy feet speckled with blades of colonial green Glued with dew West water wept down from Raukūmara mountains Wafed up east from the Pacifc Anxiety, ambiguity, madness1 mbivalence is the overwhelming feeling that haunts my relationship with physicality. Not only my body, but the bodies of an imagined multitude of AIndigenous peoples dissected and made whole again via the violent synthesis of the colonial project. Like my own ambivalence (and by “ambivalence” I refer to simultaneous abhorrence and desire), the relationship between Indigenous peoples and physicality faces the anxiety of representation felt within Indigenous studies in general. Tis introduction to the possibilities of a critical pedagogy is one of biopolitical transformation, from the innocence of jumping for joy, to the moment I become aware of my body, the moment of self-consciousness in the archive, in knowing Indigenous bodies written upon and etched by colonization, and out the other side towards radical Indigenous scholarship. Tis is, however, not a narrative of modernity, of transformation, of transcendence of the mind through the body. I didn’t know it then, but this transformation was a genealogical method un- folding through the production of corporeality: part whakapapa (genealogy), part comprehension of the biopolitics that placate and make rebellious the Indigenous 164 Indigenous Bodies: Ordinary Lives body. Plato’s cave, Descartes’ blueprint, racism, imperial discourse, colonization, liberation, the naturalness of “physicality” and “indigeneity.” Tis madness only makes sense via the centrality of Indigenous physicality. Physicality is that terminal hub, the dense transfer point where competing, contrasting, synthesizing, and dissident concepts hover to make possible the various ways that the Indigenous body materializes through and because of colonization. My relationship with physicality begins as it does for many young boys of my time in Aotearoa (New Zealand) with rugby.2 Icy morning dew upon my bare feet and legs is my lasting memory of playing rugby on Saturday mornings in Ōpōtiki, a small Eastern Bay of Plenty town. Te wet was cold and exhilarating, and with the right skill it enabled evasion of captors as they slid one way and I went the other towards greener pastures. Te feeling I remember was one of liberation in those moments where speed, deception, dew, and inertia combined to open up the space for a headlong dash to the waste-oil marked try-line. In the 1970s and 1980s, rugby was a central part of the Ōpōtiki community; a community composed of equal-parts descendants of “settler” ancestors and Indigenous ancestors who earlier travelled westwards across the Pacifc to Aotearoa on waka (ocean vessels) such as the Mātaatua and Nukutere. I am not sure how it all worked, this sporting amalgam, this rural community of afuent and working-class Pākehā (New Zealanders of European descent) kids, and Māori (Indigenous peoples of Aotearoa) kids predominantly from a rural underclass. Te history of colonial dispossession was not clear to any of us, except in our bodies. Freedom was an embodied experience on a rugby feld that, earlier, had been part of a parcel of lands dispossessed by colonial injustice. Te facticity of Indigenous existence is that colonization wrought and continues to wreak havoc on Indigenous peoples’ lives and epistemologies. For Māori, estimates suggest that from contact to the 1900s up to 90 percent of the population perished. It is hard to fathom such devastation and inhumanity. Indeed, the task for most, if not all, Indigenous people has since been to reclaim their humanity, to make fully human, to deliver their diseased, immoral, monstrous corpses from the jaws of death. Of course, under the watchful gaze of the colonizer, controlling, manipu- lating, morphing with the defnitive purpose of social cohesion. Part of becoming Indigenous was becoming human in the eyes of the colonizer. Tese “facts,” these outrages simply added to my drive, my desire to lay waste the evilness of the colonizer. My relationship with my body morphed then, and in its place a hatred grew, fuelled by ressentiment. My own lived history told me that colonization was not an abstract thing for Māori people: for me, for my mates whose families ended up scrapping in the state houses of High Street, whilst my other mates owned multi-million dollar dairy farms and kiwi-fruit orchards. Whakari (“White 165 Social Justice in Physical Education Island,” a volcanic island 20 miles of the coast of Ōpōtiki) rumbled every now and again, whispering to us of another reality. And so I set about to right the right all the while, and ironically enough, feeling the desires for counter-history rising in my bones—it felt good. Stumbling on things, blindly walking around, flling a gap, guided perhaps. An accidental genealogy began. Anthropologists were roused like ghosts. Not because I knew why, but because they were there in the archive, and because of my naive will towards origins. I came to distrust my own physicality, realizing how it had been used against us. It provided those roles in which Māori were acceptable: in war exploits, physical labour, physical education, sport, in the laundry, on the farm, in the kitchen, at the end of a shovel. Terefore, it wasn’t mere abstract discourse; these lives, the reality of discourse was the production of bodies. Language was “feshed out” through bodily cognition. Bodies came to understand themselves through living physically. At the end of a gun, washboard, or in the engine of the scrum, the Māori body was loved, exploited for its physical labour, adored for its performativity in sport and kapa haka (dance). At the other end, the non-romanticized end—the end of abhorrence—savage violence reared its head, the whirring bull-roarer telling us of our inherent savagery, the violent Māori criminal—a staple diet for Aotearoa’s news media. I came to the uncomfortable conclusion of the agentless Indigenous body. Te lies were proven, it was your fault—we are human afer all—these assumptions about Indigenous bodies have been dealt with, but to what end? Employing Western academia’s tradition of dissent I merely carved a space for further colonial control. Here I want to quote Foucault at length: We came out of the shadows, we had no glory and we had no rights, and that is why we are beginning to tell of our history…the misfor- tune of ancestors, exiles, and servitude. It will enumerate not so much victories, as the defeats to which we have to submit during our long wait for the promised lands and the fulfllment of the old promises that will of course re-establish both the rights of old and the glory that has been lost. (Foucault, 2003, pp. 70–71) Tis chapter largely deals with episteme, the radical component of critical pedagogy and, by extension, Indigenous studies. I profer this discussion in the hope that the “critical” in critical pedagogy is not inherently read as neo-Marxist (i.e., how critical pedagogies might serve to liberate Indigenous peoples from the ideology of the colonial oppressor), but can also refer to a praxis that inherently critiques Western reason itself as the solitary “true body of knowledge” (Foucault, 2003, p. 9); for if a critical praxis simply accepts the realm of possibilities it exists within then 166 Indigenous Bodies: Ordinary Lives it will merely continue the epistemic violence of, for instance, colonialism. Indeed, sport and physical activity have been constantly envisioned as emancipatory for Indigenous communities where, in reality, they have historically served to condition Indigenous peoples to be further assimilated. Critical pedagogy, thus, should not be read as “making better” those who are diferent by making them the same. Critical pedagogy in relation to Indigenous peoples should at least be read as the praxis that rejects Western reason’s claim to reason itself, whilst organizing life via Indigenous taxonomies. The Order of Things: Epistemological Warfare Dis-ease …and from this tension, this dis-ease, this violence An invalid ontology springs Its power holds rivers at bay, mufes ghosts Holds her, Papatūānuku, the earth hostage, a resource Its power binds taxonomies strewn together on foreign forms Whisper: the sutures will unravel. It was a good strategy to delve into the archive to prove my innocence, to protest for Indigenous humanity, to fght for glory. I wanted to prove myself, my intellectual self, my capacity to resist within the confnes of the Western academy. My project began with voicing the silencing and violence of colonialism. Tese underpinnings are important, for if we are to conceive a critical Indigenous physical pedagogy, then we must frst comprehend the unnatural compartmentalization of the physical. Without wanting to be essentialist, it is clear that key to the success of the colonial project was the deconstruction of interwoven epistemic knowledge based on feshy metaphysical cognition or, in the parlance of our times, “mind/body/spirit.” Enlightenment reason, as the determinant of truth and falsehood, was applied to the untranslatable—the epistemologies of other cultures. Te process involved, frstly, authenticating Indigenous knowledge by reconfguring the incomprehensible into comprehensible forms. Te authentication element in this equation is crucial because from the premise of the Enlightenment reason, knowledge was only au- thentic if it was known to the mind. Tat is, the embodied cultural concepts from “other” epistemologies were only authentic if they were comprehensible to Western cognition. Te frst principle of colonizing the Indigenous body, then, was to bring 167 Social Justice in Physical Education the philosophical underpinnings of the savage under the logic of the colonizer. Te presence of an alternative metaphysical reality in Indigenous cultures sig- nalled an allegorical monster in relation to Western rationalism.