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African-American trailblazers are crucial in the game of golf as unlike some of the other mainstream sports, such as football, baseball, and basketball, the sport of golf has been historically entrenched in patriarchy and white privilege. The article analyzes the pioneering efforts and trailblazing endeavors of four legendary black golfers in this regard—Ted Rhodes, Charlie Sifford, Lee Elder, and Tiger Woods. Each of these black trailblazers has taken varied approaches in fighting for racial inclusivity in golf, from more implicit and non-confrontational tactics to more radical and militant ones. The article focuses on the racial discrimination experienced by each trailblazer, the strategies each took to fight injustice and racial inequality and advocate for equal participation in golf, and their successes and failures of breaking down barriers for future black players. Consideration in the article is also given to the phenomenon of trailblazing and how golf needs African-American trailblazers such as Tiger Woods to transition the exclusive sport to a game that is more easily accessible by all races and genders.

The largest school division in Winnipeg, Canada—the Winnipeg School Division—is undertaking several initiatives in the teaching for reconciliation and in meeting the educational mandate of the Truth and Reconciliation Commission of Canada’s 94 Calls to Action. These initiatives are being implemented in many of the division’s K-12 schools and a variety of subject areas. This articleexamines the reconciliatory initiatives that provide Indigenous and non-Indigenous learners alike with meaningful information about traditional practices and opportunities to engage in relationshipbuilding and cross-cultural understanding. The literature review section examines the historical and societal injustices perpetrated upon Indigenous peoples, newcomers’ needs around Indigenous issues, and the important role that Indigenous and non-Indigenous teachers have in the reconciliation process. The methodology section focuses on document analysis and its relevance as a research method. The article concludes with an examination of the potential and resistance of teaching for reconciliation in Canada.