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Section one: The fundamentals
A)
Exercise 1: Notebook Prompt
Many of you are likely familiar with the concept of “ability inequity,” which the authors of this article define as “an unjust or unfair (a) ‘distribution of access to and protection from abilities generated through human interventions’ or (b) ‘judgment of abilities intrinsic to biological structures such as the human body’.”
However, they go on to identify the following “ability concepts” that are less familiar:
1) ability security (one is able to live a decent life with whatever set of abilities one has)
2) ability identity security (to be able to be at ease with ones abilities)
How prevalent are these forms of security among disabled people you know? Or, if you identify as a disabled person, would you say your social surroundings and community foster and support these kinds of security? Furthermore, while the focus of the article is on Kinesiology programs, it is also important to reflect on how academia in general accommodates for disability. If you feel comfortable answering this question, what has been your experience of postsecondary education to date?
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The authors also observe that “Ableism not only intersects with other forms of oppression, such as racism, sexism, ageism, and classism, but abilities are often used to justify such negative ‘isms’.”
What do you think this means? Provide an example.
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As a person with a disability, I would say yes and no to these questions depending on which social surroundings I am in. My workplace is not very good at fostering and supporting these kinds of security. I am not alone in that a few of my coworkers have similar disabilities. It is often a reason for supervision measures or redirection and guidance, as they call it. I am privileged in that my two past places of employment were not like this one. It is a new experience for me to feel as though I am not supported or accommodated and I feel a strong sense of security within my leadership role most of the time. I often have to advocate for the needs of myself and staff within our agency and that feels challenging. While I do live at ease in most other places, usually it is with the support of my Fiance or my child who has a similar disability. When in the community I want to model these securities for her so that she grows into them naturally. I provide a highly supportive environment and so does the rest of our family, but, oh boy! Does she ever struggle at school! My post secondary experience has been incredibly supportive of these concepts being reality in my life. I am truly grateful to always be accommodated and supported. Thank you for that. I will continue into my future as a strong leader with many disabilities, with strong advocacy skills, because my professors continue to support me in feeling security within myself and my identity.
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Exercise 2: Implicit Bias Test
Did anything surprise you about the results of the test? Please share if you’re comfortable OR comment on the usefulness of these kinds of tests more generally.
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I was not really surprised by anything, I am aware of bias that is created through generational beliefs and the work that needs to be done to combat that. I think the test are great to bring awareness to those who may not have it. However, as a person with a disability I did find the tests quite challenging and I wonder if that would impact my score. |
B) Keywords
Exercise 3:
Add the keyword you contributed to padlet and briefly (50 words max) explain its importance to you.
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Ableism is the act of discrimination towards someone who has a disability. Often left out or harder to see are those who have hidden disabilities that are being discriminated against in less visible ways. Not getting a promotion, or picked for a school team, etc.
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B) On Disability
Exercise 4: Complete the Activities
Exercise 5: Notebook Prompt
What do Fitzgerald and Long identify as barriers to inclusion and how might these apply to sport in particular?
C) Inclusion, Integration, Separation
Exercise 6: Complete the Activities
Exercise 7: Notebook Prompt
Choose ONE of the three questions Fitzgerald and Long argue disability sport needs to address and record your thoughts in your Notebook.
- Should sport be grouped by ability or disability?
- Is sport for participation or competition?
- Should sport competitions be integrated?
| I believe sport can be both, for participation and competition. Competition can be fun for those who are always winning. When we think about the barriers to those who are participating and their ability to win, the fun is taken out of the participation when the goal is to win. This could be something that is impacted by both ideas of separating sport by ability or disability or integration of the two. Separating sport allows for competition to be fairly based on ability. However integration of the sport would cause for some unfair play. I don’t think it needs to be about competition. Anyone who has watched soccer for kids under the age of 10 knows that regardless of ability, all the kids have fun, and no one wins or loses. They don’t even have goalies. They just participate.
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Part Two: Making Connections
A) Gender, Sport and Disability
Exercise 8: Complete the Activity
The paradox that sportswomen habitually face (as the authors observe, this isn’t confined to disabled sportswomen) involves the expectation they will be successful in a ‘masculine’ environment while complying with femininity norms in order to be recognized as a woman.
True or false?
Take a moment to reflect on this paradox below (optional).
| This is true. We have seen this widespread through out the course material. Women can play sports, but the look different, act different and participate in different ways to be successful in the masculine environment. |
B) Masculinity, Disability, and Murderball
Exercise 9: Notebook/Padlet Prompt
Watch the film, Murderball and respond to the question in the padlet below (you will have an opportunity to return to the film at the end of this module).
The authors of “Cripping Sport and Physical Activity: An Intersectional Approach to Gender and Disability” observe that the “gendered performance of the wheelchair rugby players can…be interpreted as a form of resistance to marginalized masculinity” (332) but also point out that it may reinforce “ableist norms of masculinity.” After viewing the film, which argument do you agree with?
a) Murderball celebrates a kind of resistance to marginalized masculinity
| My Answer is D – Wheelchair rugby does resist ability norms of masculinity as well as reinforces them. It does both of these in different ways. It resists in the obvious ways able bodied sports that would disqualify paraplegic men and women from playing like Rugby. We see a sense of hope, belonging and accomplishment in the men in the videos as they participate in team sports much like any other able bodied sports team players. We see the players give hope to those who might play one day.
However when we critique the presentation of the players, and the game itself, we can see that it also promotes the norms of masculinity also I would argue, even toxic or hegemonic masculinity at times. I see ageism as Joe becomes older and no longer able to play at a top player’s standards. I also see Joe’s parenting and how much value is lost in his view of his son who does not play sports, what Joe clearly sees as an expectation for a boy or man. I see various degrees of violence and sexism from the men both in the game and outside of it. I see layered stigma within a hierarchy of status in the realm of people with disabilities in the way the Special Olympics is compared to the Paralympics. Like in all sports, there is a privilege to those who are able to play the game, and always still someone left out in some way.
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Section Three: Taking a Shot
A) Resistance
B) Calling out Supercrip
Exercise 10: Mini Assignment (worth 5% in addition to the module grade)
1) Do you agree with the critique of the “supercrip” narrative in this video? Why or why not? Find an example of the “supercrip” Paralympian in the 2024 Paris Paralympics or Special Olympics coverage and explain how it works.
| I do agree. I think the video shows some amazing talents in many areas for those who are living with a disability. it is hard to not agree that it would lead to feelings of inadequacy to those who cannot participate. If athletes call the button to open the door the lazy button, what does that say to those who must use that button? Not everyone with a disability will qualify for the sports in both Paralympics and special Olympics. That should not make someone feel lazy. The ideals are absolutely rooted in ableism and the hierarchy of disability. The Super Crip ideal speaks to those who are able bodied in a way that encourages engagement, however to those who are living with a disability it actually continues the narrative of apart from and not good enough for those who cannot overcome the need to use the button to open the door.
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2) Does the film Murderball play into the supercrip narrative in your opinion? How does gender inform supercrip (read this blog for some ideas)?
(300 words for each response)
| I think the game Murderball does play into the SuperCrip narrative and that is clearly seen when members outgrow the team or lose their ability to win. The sport is highly competitive and only the top athletes will be able to participate on the teams for large competitions seen in the movie. Many individuals living with disabilities regardless of their points score, will not be able to play this game or be included in this sport. I think gender informs SuperCrip in the same way all sports do. Women have different sports, and suits and games that they play. They are still feminized by the sports they are playing in and with what they are required to wear to attend and play the sport. I think that Murderball is a sport that pushes that narrative of toxic masculinity just like many other sports do and this is how it informs gender.
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