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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.
| The quote means that ableism often connects with other types of unfair treatment, like racism, sexism, ageism and classism. It also means that people’s abilities are often used as excuses to treat others unfairly in these ways. For example, if you look at sexism, people have said women aren’t as logical or as strong as men, so they shouldn’t lead or make important decisions.
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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.
| Nothing surprised me about the test as it showed I did not have a preference, and I tend to find myself to be in this category of mindset.
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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.
| Disability. This word is important to me because it covers a wide range of definitions and people, because most people will suffer from a disability in this world, whether it is temporary or permanent. It also covers mental, physical and emotional disabilities as well as everything in between.
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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?
They identify physical barriers like inaccessible facilities and equipment, and barriers such as low expectations or negative views of disabled people. Communication issues and a lack of clear information also prevents participation. Some disabled people feel uncomfortable or out of place in mainstream sports due to low confidence or fear of being judged. Sport, with its strong focus on physical ability and competition, often makes these barriers more visible and harder to overcome than in other leisure activities.
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?
| According to the reading, sport often prioritizes competition over participation, focusing on physical ability, performance, and winning. This emphasis can exclude disabled people, especially when they are judged by non-disabled standards. Competitive structures and rules are typically built around non-disabled bodies, making it harder for disabled athletes to feel included. While participation should be about enjoyment, inclusion, and personal growth, the competitive nature of sport can create pressure and reinforce feelings of difference or inadequacy. As a result, sport can unintentionally marginalize disabled people, even when inclusion is the intended goal.
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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
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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)
| I think Murderball does play into the supercrip narrative in some ways. The movie shows the athletes as strong, competitive, and aggressive, which helps fight against the idea that disabled people are weak or helpless. But at the same time, it also focuses a lot on how these men are “overcoming” their injuries and trying to live like they did before. That’s very much a part of the supercrip story, where disability is something to push past, not something that’s just part of who you are. The movie also has a lot of talk about sex and dating, with the players trying to prove that they’re still “real men.” They talk about how they can still have sex and how they pick up girls, almost like they need to prove their masculinity to the audience. This is where gender really shows up in the supercrip idea. These guys aren’t just trying to be seen as stronger athletes, they’re also trying to be seen as traditionally masculine. That includes being tough, independent, and sexually active, which are all traits that society often links to being a “real man.” The blog discusses this too, especially when it mentions how athletes don’t want to be seen as needing help, like using the automatic door button. It’s not about proving independence, strength, and control, things that are very tied to how society views masculinity. So Murderball both pushes back against some stereotypes and reinforces others. It shows that disabled men can be athletes, but it also says “only if you act like a certain kind of man.” That’s a problem, because not everyone fits into that box.
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