The (Re)Making of the Hobbema Community Cadet Corps Program’
Total Page：16
File Type：pdf, Size：1020Kb
Îyacisitayin Newoskan Simakanîsîkanisak ‘The (Re)Making of the Hobbema Community Cadet Corps Program’ by Jordan Robert Koch A thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Faculty of Physical Education and Recreation University of Alberta © Jordan Robert Koch, 2015 Abstract In 2005, the Royal Canadian Mounted Police (RCMP) helped launch a unique afterschool program among the four Cree Nations of Maskwacis (formerly Hobbema), Alberta. The program, known as the Hobbema Community Cadet Corps Program (HCCCP), was widely celebrated among politicians, segments of the community, and especially in the mainstream media as an effective tool for ‘gang prevention’; however, a closer look also revealed a more complex set of negotiations occurring at the local level. This multiyear, ethnographic case study draws from a series of open-ended interviews with Maskwacis parents, youths, sports administrators, journalists, and other agents in the community to critically examine the stories behind the making of the HCCCP. Guided by Pierre Bourdieu’s relational sociology, the dissertation argues that, beyond a mere gang intervention program, the HCCCP also provided Maskwacis residents with an important site, and discourse, through which to conceive, negotiate, and, at times, contest their ideas about what it means (and doesn’t mean) to be Maskwacis in the new millennium. The study thus challenges the mainstream media’s singular depiction of Maskwacis residents, and also extends upon a body of sport studies literature that has been generally slow to integrate the diverse voices, experiences, and complex power relations that have shaped the cultural production of Aboriginal sport in distinct communities across Canada. ii Preface This thesis is an original work by Jordan Koch. The research project, of which this thesis is a part, received research ethics approval from the University of Alberta Research Ethics Board, Project Name “Sport and Leisure Experiences on a First Nation in Alberta,” Pro00022397, May 10th, 2011. iii To my friends in Maskwacis, For your patience and encouragement, I am forever grateful. And To my parents, The best teachers I have ever known! iv Acknowledgements I owe a huge debt of gratitude to the many individuals who have contributed to the (re)making of this manuscript during its various phases. First and foremost, my family has been a tremendous source of support throughout the entirety of my PhD program. Whether through a well-timed phone call, a visit, or simply by reminding me that they were there, my family has given me a peace of mind that has allowed me to take chances in my life. Their enthusiasm, strength, guidance, and love have driven this research through many of its most vulnerable moments. To the many people of Maskwacis who have enabled the development of this research, I send my most heartfelt thank you. It has been an honour and a privilege to experience the beauty of your community these past few years. I am particularly indebted to the following individuals: Mario Swampy, Derek Bruno, Shauna Bruno, Kirk Buffalo, Holly Johnson, Larron Northwest, Jason Seright, John Crier, Darrel Bruno, and Stewart Schmidt, all of whom lent important guidance throughout my fieldwork. An enormous debt of gratitude is also owed to Bruce Barry, Andre Flauer, and Carter Yellowbird, three incredible mentors who saw value in this study in its most embryonic stages. My friends at the HCCCP have been an inspiration throughout the entirety of this research. In particular, Trent Young, Garrett Saddleback, Thomas Bruno, Daniel Baptiste, Telford Roasting, Chelsey Buffalo, Lucy Roasting, Debora Young, Noreen Buffalo, Kim Sanderson, Steve Reid, and Darcy Fyfe have all been pillars of generosity and played vital roles in the development and completion of this research. Richard Huculiak and Mark Linnell were also extremely generous with their time and provided valuable insights that helped to guide this study. Thank you all for the time, support, and wisdom you shared with me over the years. v Special thanks are owed to the Social Science and Humanities Research Council of Canada, the University of Alberta’s Faculty of Graduate Studies, and the Faculty of Physical Education and Recreation for generously supporting this research at various points during my PhD program. My supervisor, Dr. Jay Scherer, must also be acknowledged for consistently going above and beyond the call of duty to support my academic progress. Drs. Chris Andersen and Karen Fox, my supervisory team, and Dr. Nick Holt also imparted valuable wisdom throughout my PhD program that has benefited me well beyond my development as a scholar. Thanks to Drs. Jana Grekul and Bryan Hogeveen for the valuable time, energy, and insights they invested as external examiners, as well as to Dr. Michael Heine, who travelled from the far northerly reaches of Nunavut, Canada, to lend his expertise to this research project. To the PERGSS community, it has been a joy and a privilege to be a part of such a wonderful collection of young scholars these past few years. Courtney Mason, Kelley Lefebvre, Gregory Ramshaw, among many others, shared valuable experiences that helped make graduate school a wonderfully rich and positive time in my life. I also want to acknowledge the kindness, generosity, and friendship of Rod Murray, who will forever ‘grapple’ with the better angels of our inner nature. A big shout out to Meika Taylor, Jessica Kolopenuk, Kirsten Lindquist, and the entire Taylor family (Uncle Jack included) for their encouragement, support, family dinners, and most of all, their friendship. Finally, I want to acknowledge Tiffany Taylor for her dedication, support, and the superb editing expertise she exhibited during the final days of this study. Thank you!! Ay hiy!! vi Table of Contents Chapter I: Introduction to Research ......................................................................... 1-13 Chapter II: Review of Literature ............................................................................ 14-44 2.1 Introduction ................................................................................................ 15-18 2.2 Part One: Situation ‘Cadets’ in the Canadian Sport Studies Literature ..... 17-22 2.3 Part Two: Physical Education in Canada’s Indian Residential Schools .... 22-29 2.4 Part Three: Emergent Trends in Aboriginal Sport Studies ........................ 29-43 2.5 Chapter Summary and Concluding Remarks ............................................. 43-44 Chapter III: Theory & Methods .............................................................................. 45-72 3.1 Introduction ................................................................................................ 46-48 3.2 Part One: Pierre Bourdieu’s Cultural Field .............................................. 48-58 3.3 Part Two: Research Methods (The Nuts and Bolts)………………….…. 58-71 3.4 Chapter Summary and Concluding Remarks ............................................ 71-72 Chapter IV: Methodological Reflections ................................................................ 73-97 4.1 Introduction ........................................................................................................ 74-76 4.2 Part One: Personal Bias .................................................................................... 76-85 4.3 Part Two: Academic Bias ................................................................................. 85-92 4.4 Part Three: Intellectualist Bias .......................................................................... 92-97 4.5 Chapter Summary and Concluding Remarks ........................................................... 97 Chapter V: Mapping Maskwacis ............................................................................ 98-130 5.1 Introduction ...................................................................................................... 99-101 5.2 Part One: Maskwacis and the ‘Field of (Colonial) Power’ ........................... 101-109 5.3 Part Two: Colonial Refractions and the ‘Gangs of Hobbema’ ..................... 109-119 5.4 Part Three: Sporting Trends .......................................................................... 120-129 5.5 Chapter Summary and Concluding Remarks ................................................. 129-130 Chapter VI: Redd Alert! The Media, Moral Panic, and the Making of Maskwacis Sport .................................................................................................... 131-174 6.1 Introduction .................................................................................................... 132-134 6.2 Part One: Producing Moral Panic and the ‘Gangs of Hobbema’ .................. 134-141 6.3 Part Two: The Behind the Scenes Production of ‘Hobbema’ ....................... 141-151 6.4 Part Three: The Media and the Making of Maskwacis Sport ....................... 151-166 6.5 Part Four: The Media and the Making of the HCCCP .................................. 166-173 6.6 Chapter Summary and Concluding Remarks ................................................. 173-174 Chapter VII: The (Re)Making of the HCCCP ................................................... 175-214 7.1 Introduction .................................................................................................... 176-179 7.2 Part One: Locating ‘Cadets’ .......................................................................... 179-184 7.3 Part Two: Community Reflections on the