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THE MYTH of OLYMPIC UNITY: the DILEMMA of DIVERSITY, OLYMPIC OPPRESSION, and the POLITICS of DIFFERENCE by Mark Arthur Devitt A

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THE MYTH of OLYMPIC UNITY: the DILEMMA of DIVERSITY, OLYMPIC OPPRESSION, and the POLITICS of DIFFERENCE by Mark Arthur Devitt A THE MYTH OF OLYMPIC UNITY: THE DILEMMA OF DIVERSITY, OLYMPIC OPPRESSION, AND THE POLITICS OF DIFFERENCE by Mark Arthur Devitt A thesis submitted in conformity with the requirements for the degree of Master of Arts Graduate Department of Theory and Policy Studies in Education Ontario Institute for Studies in Education University of Toronto © Copyright by Mark Arthur Devitt 2010 THE MYTH OF OLYMPIC UNITY: THE DILEMMA OF DIVERSITY, OLYMPIC OPPRESSION, AND THE POLITICS OF DIFFERENCE Master of Arts 2010 Mark Arthur Devitt Department of Theory and Policy Studies in Education University of Toronto Abstract The dilemma of diversity is the tension that exists when prescriptive claims are required across reasonable pluralism. Scholar and philosopher Dwight Boyd believes that the dilemma of diversity must be addressed for the continued health of multicultural societies, and suggests that the solution can be found through democratic reciprocity. Though the International Olympic Committee (IOC) markets unity and peace through its Olympic Games, does the Olympics relieve the dilemma of diversity? By critically examining the IOC‘s historic and recent treatment of Aboriginals, its encouragement of divisive nationalism, and its educational programs, it is clear that the IOC does not embrace reasonable pluralism. The IOC‘s public pedagogy is one that conceals its dominance through diversity. In exposing this dominance, I will argue that the IOC must embrace democratic reciprocity that allows for conversation across difference. Adopting an authentic acceptance of difference will alleviate the IOC‘s propagation of Western ideology through neo-imperialism. ii Acknowledgements I would like to thank Dr. Megan Boler and Dr. Trevor Norris for their time, patience, and support as supervisors. Always available for discussion, feedback, and idea- sharing, their help has made this work possible and is so greatly appreciated. I could not have finished this work without the support of my partner, Megan Thomas who has always cared about and been interested in my work. Thanks for giving me the kick when I needed it, and picking up the slack as I worked. I couldn‘t have done it without you. I‘d like to thank my family and friends for their interest in and support through this work. A special thanks to my Mom, Kathleen Devitt, who always encouraged my studies and who, I know, would have been so proud. iii Table of Contents Abstract ........................................................................................................................... ii Acknowledgements ........................................................................................................ iii Table of Contents ........................................................................................................... iv Chapter 1: Introduction ................................................................................................... 1 The Dilemma of Diversity ........................................................................................... 5 Philosophical Background: Shortcomings of Values Education .................................. 9 Democratic Reciprocity and the ―Politics of Difference‖ .......................................... 18 Chapter 2: Aboriginals and the Olympics: Appreciation or Appropriation?................. 20 Representation of Aboriginals and the Montreal 1976 Olympics .............................. 24 Aboriginal Protest and the Calgary 1988 Olympics .................................................. 29 Agenda 21 and Aboriginal Participation in Olympics Outside of Canada ................. 33 The Sydney 2000 Olympics, Aboriginal Involvement and Reconciliation ............... 35 The Olympics and Canada‘s Illusion of Diversity ..................................................... 43 Conclusion ................................................................................................................. 45 Chapter 3: The Rise of Ilanaaq, Brand Canada, and the Marketing of Diversity ......... 48 Ilanaaq and Cultural Appropriation ........................................................................... 49 Branding ..................................................................................................................... 57 State/Nation/Destination Branding ............................................................................ 60 Brand Canada ............................................................................................................. 63 Democracy and the Politics of Brand Canada ........................................................... 67 The Perils of Branding ............................................................................................... 72 Conclusion ................................................................................................................. 74 Chapter 4: Olympic Education: Gold Medal for Propaganda? ..................................... 76 Olympic Education .................................................................................................... 76 Dominance Concealed Through Olympic Education Programs ................................ 82 VANOC Educational Programs ................................................................................. 84 A Close Reading of VANOC Educational Material ................................................... 90 Conclusion ................................................................................................................. 94 Chapter 5: Nationalism and the Olympic Paradox ....................................................... 96 Sportive Nationalism and Canada‘s Own the Podium Program ................................ 97 Globalization and Sport as International Development ........................................... 102 Avoiding the Imperialism Pitfall .............................................................................. 108 Conclusion ............................................................................................................... 119 iv Chapter 6: What Can the IOC Learn From Democratic Reciprocity and the ―Politics of Difference‖? ........................................................................ 121 What Democratic Reciprocity and the ―Politics of Difference‖ Means for the IOC .............................................................................................. 121 How the IOC Can Change: Eliminating Nationalism, Rethinking Sport, and Accommodating Difference ......................................................................... 129 Conclusion ............................................................................................................... 135 Chapter 7: Conclusion................................................................................................. 138 Works Cited................................................................................................................. 142 v Chapter 1 Introduction When I listen carefully to my coworkers each morning, I am surprised, and frequently offended, by what I hear. Reflecting on my relationship with them, I wonder: ―How can my opinions, beliefs, and way of seeing the world be so different from others?‖ My coworkers, like myself, are white, middle-class, male, heterosexual, and able-bodied. If we have similar histories, how can we have such differing values? I am often left asking myself, ―If I can‘t find common ground with those who share a similar culture, how is it possible to find common ground across different cultures?‖ How can values differ so much that people are willing to fight in the stands of a hockey rink, drop bombs on civilians, ban cultural symbols, bully in the schoolyard, send people to concentration camps, and fly planes into buildings? Why is peace so difficult to achieve? As I write this, Vancouver is hosting the 2010 Winter Olympic Games. International Olympic Committee (IOC) president, Jacques Rogge, states: ―By throwing a bridge over continents, by standing above differences of race, social regime or political system, [the Olympic Movement] can bring hope and togetherness so often and so deeply torn apart‖ (IOC 2009). The Olympic Games declares itself to be an organization that promotes peace and brings togetherness to citizens throughout the world. While I struggle with my own questions of achieving peace and unification across difference, the IOC believes that it has found a solution. It is from this position of conflict, reflection, and questioning that I explore global diversity and the Olympic Games as a means of uniting across cultural difference. 1 2 Cultural theorist and critic Henry Giroux (2008) says that ―the major sites of education lie outside of the schools and reside in the wider screen culture‖ (np). Giroux believes that much of education is done outside of the classroom in what he calls, public pedagogy. When he discusses a critical analysis of film, he believes that they ―must be understood in terms of their political and educational character and how they align with broader social, racial, economic, class, and institutional configurations‖ (2008, np). What do viewers learn about society and culture when viewing a media image? Critical pedagogy examines the social, racial, economic, class, and institutional lessons that become the pedagogy of public pieces, events, and institutions. The Olympics is a public pedagogy. An international mega sporting event that touches billions of global viewers organized by 205 member countries is a part of national
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