Journal Entry Week 1

Reflecting on Riley Nowokowski’s lecture regarding the research of historian Suzanne Morton, I found the evolution of the McGill "Redmen" nickname to be a profound case study in how institutional identities are shaped—and eventually dismantled—by social context. Nowokowski emphasized that histories of sport are not merely about games, but are tools used to "shine a light on problems in society." This resonated with me as I considered how a seemingly innocuous descriptor of a sports jersey could transform into a symbol of racial exclusion.

According to Nowokowski, the term "Redmen" first appeared as a reference to the color of the McGill rugby team's sweaters. Initially, there were no racial overtones; the name was simply a functional way to distinguish the team from other universities. However, Morton’s research shows that the name’s meaning shifted over time as it became entangled with broader racial stereotypes. What struck me most was the demographic silence of the era: during the period when this nickname was popularized, Indigenous students were largely absent from universities due to the restrictive and assimilative nature of the Indian Act.

To ground my reflection in primary evidence, I examined the Indian Act (1876 and subsequent revisions), which historically dictated the status and rights of Indigenous people in Canada. This document serves as a reminder of the legislative environment that excluded Indigenous voices from the very institutions that were co-opting their perceived imagery. I further investigated a contemporary primary source—a CTV News video featuring an interview with an Indigenous student advocate. In the interview, the student articulated the emotional and social toll of the "Redmen" branding, providing a living testimony that contrasts sharply with the "color-of-sweaters" origin story.

Integrating these primary sources with Morton’s academic inquiry reveals that the shift in the name's perception was not an accident but a result of changing social consciousness. It was the collation of historical evidence—newspapers, McGill documentation, and the lived experiences of students—that ultimately supported the campaign for name reform. This week’s material taught me that understanding the history of a name requires looking at who was allowed to speak when that name was chosen, and more importantly, who was silenced. It is a reminder that historical inquiry can be an act of justice, providing the evidence necessary to rectify long-standing institutional biases.