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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.
| This means that ableism doesn’t exist on its own. Instead, it intersects with and reinforces other forms of oppression, such as racism, sexism, and classism. Additionally, a person’s perceived abilities, or lack thereof, are often used to justify these inequalities. For example, in workplaces, disabled workers are sometimes paid below minimum wage under the assumption that they can’t perform at the same level as their non-disabled peers. This not only reinforces ableism but also intersects with classism, as it keeps disabled people in poverty and devalues their labor.
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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.
| My results didn’t surprise me. I don’t judge people based on physical ability, I treat others according to their morals and how well we align. Whether someone is disabled or not has no impact on that. However, I’m not sure how useful the test is, as it seems easy for someone with ableist views to choose answers that make them appear unbiased.
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B) Keywords
Exercise 3:
Add the keyword you contributed to padlet and briefly (50 words max) explain its importance to you.
| The Medical Model of Disability sees disability as a problem that exists within a person because of a physical, sensory, or cognitive impairment. It focuses on what someone can’t do and assumes the solution is medical treatment, therapy, or fixing the impairment to make them as “normal” as possible. For example, under this model, a wheelchair user is considered disabled because they can’t walk, and the solution would be medical intervention or assistive devices. This is different from the Social Model of Disability, which argues that disability is more about societal barriers, like a lack of ramps or accessible spaces, rather than just the person’s condition.
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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?
Fitzgerald and Long point out that there are a lot of obstacles keeping marginalized groups from fully participating in sports. They break these down into three main types: structural, cultural, and personal barriers. Structural barriers include things like not having access to proper facilities, a lack of funding, and policies that don’t take diverse needs into account, making it harder for some people to get involved. Cultural barriers come from social norms and institutional practices that tend to exclude those who don’t fit the usual expectations of ability or identity. Then there are personal barriers, like low self-confidence, not knowing about available opportunities, or having had negative experiences in the past. Altogether, these challenges make it tough for certain groups to feel truly included in sports, limiting opportunities for fairness and real participation.
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 sports should not be categorized by ability or disability. This reminds me of our earlier discussions in the course about whether sports should be gendered. Many of the issues in sports could be addressed if athletes were categorized solely by skill level. There are numerous athletes with disabilities who are just as skilled, if not more so, than their able-bodied counterparts, and they shouldn’t be limited to competing only with other athletes who have disabilities. By focusing on skill level, we could create more inclusive and equitable competition.
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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).
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
| I would choose option A “Murderball celebrates a kind of resistance to marginalized masculinity.” In Murderball, the wheelchair rugby players demonstrate resistance to marginalized masculinity by embracing a hypermasculine, aggressive form of sport that challenges typical notions of disability. These athletes push back against societal expectations of vulnerability and passivity often associated with people with disabilities, presenting themselves as strong, competitive, and capable. They redefine masculinity on their own terms, demonstrating toughness and resilience in a way that resists traditional gendered norms.
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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.
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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)
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