Au Canada comme ailleurs, les peuples autochtones font preuve d’une grande résilience face à de nombreux problèmes de santé physique et psychosociale. Le traumatisme intergénérationnel issu de la colonisation passée et actuelle est vu comme l’une des explications de ces difficultés, additionné à un manque de services pour répondre aux déterminants du bien-être impliqués. Pour faire face à ces difficultés, des approches communautaires favorisant l’empowerment et l’autogouvernance sont recommandées. Des intervenants non-autochtones sont amenés à soutenir la mobilisation communautaire et leur apport peut être substantiel. Néanmoins, il apparait essentiel de décoloniser les interventions, notamment en procédant à une introspection sur sa propre présence et impact en contexte autochtone. En première partie, une analyse ethnographique sur mon processus comme jeune étudiante-chercheuse sera réalisée et permettra une analyse des sentiments, tensions, questionnements et réflexions qui ont façonné ce mémoire. Ensuite, les résultats d’analyse qualitative phénoménologique de cinq entrevues réalisées auprès d’intervenantes non-Inuit travaillant au Nunavik ou au Nunavut seront présentés. L’analyse de ces verbatim aura permis de faire ressortir des considérations de l’intervenante par rapport à elle-même et par rapport aux communautés, dans une perspective décoloniale. L’analyse qualitative inductive d’un groupe de discussion effectué auprès d’intervenantes Inuit sera ensuite présentée, permettant de valider certaines considérations. Cette étude aura permis d’appuyer l’importance de la connaissance de soi et de la reconnaissance des privilèges invisibles en lien avec l’histoire passée et actuelle de colonisation, de manière à répondre prioritairement aux besoins des communautés à travers l’établissement de relations de confiance significatives et maintenues dans le temps. / Aboriginal peoples are highly resilient to many physical and psychosocial health issues. Intergenerational trauma from past and current colonization is seen as one of the explanations for these difficulties, coupled with a lack of services to address the determinants of well-being involved. To address these challenges, community-based approaches that promote empowerment and self-governance are recommended. Non-Aboriginal stakeholders are involved in supporting community mobilization and their contribution can be substantial. Nevertheless, it seems essential to decolonize interventions, particularly by carrying out an introspection on one's own presence and impact in an indigenous context. In the first part, an ethnographic analysis of my process as a young student-researcher will be carried out and will allow an analysis of the feelings, tensions, questions and reflections that shaped this thesis. Then, the results of phenomenological qualitative analysis of five interviews conducted with non-Inuit stakeholders working in Nunavik or Nunavut will be presented. The analysis of these verbatim will have made it possible to highlight the speaker's considerations in relation to themselves and in relation to the communities, from a decolonial perspective. The inductive qualitative analysis of a focus group conducted with Inuit stakeholders will then be presented, validating some considerations. This study will have supported the importance of self-knowledge and the recognition of invisible privileges of non-aboriginal people in relation to past and current history of colonization, in order to meet the needs of communities as a priority through the establishment of meaningful and lasting trust-based relationships.

In the world of research, the decolonial perspective is not a field to study but a way of thinking and to exist in the world. This perspective sees the current form of "research" as something linked to European imperialism and colonialism in history that, until this day, still overshadows other ways of knowing and creating information (Liebel, 2017).In this qualitative research, we explored how aware of coloniality are international sports students in the Dutch context since Europe was the epicenter of colonialism. What do students know about colonialism and the decolonial perspective? Moreover, do these students consider it necessary to reflect their own knowledge through decolonial perspectives if they have a concept of it? This research aims to investigate the level of awareness among international undergraduate Sport studies science students regarding colonialism and its effects on their education. It further explores to what extent these students are being taught decolonial approaches and critical thinking skills to unbiasedly scrutinize the current world of academia. The research uses an exploratory research design employing a qualitative research method, in-depth semi-structured interviews to collect the data. Semi-structured interviews use a blend of closed and open-ended questions, leaving room for follow-up and how questions and through that can reveal unexpected insights and information throughout the interview (Adams, 2015). The collected data is analyzed by adapting the composite narratives approach by mapping similar information together from various interviews and creating two different story narratives using fictional characters (John and Nicol). The stories are then interpreted based on the theoretical framework of the research, which draws upon a critical perspective on the house of modernity, and epistemological violence. The results revealed that students lack the basic understanding and awareness of the concept of colonialism and its effects on their current education. The Sport studies Bachelors' level education program under investigation is not inclined to go outside the borders of the status quo and does not encourage their students to explore other ways of interpreting information such as the Decolonial perspective and others.