5
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 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’.” This means that ableism is often used in addition to discrimination and racism to “reinforce” other forms of oppression. Ableism often stems from people believing that only people who are fully capable deserve to be valued. This leads to disabled people often being considered or viewed as “less than.” These similar beliefs apply to racism, sexism, ageism, and classism where people are marginalized based on individual/societal ideologies.
This can be seen through sexism and ableism. Historically women have been unrightfully brutalized based on beliefs that they are too emotional or hormonal to be in power/leadership positions. They are believed to not be “capable” enough to handle certain jobs and occupations compared to men (which is not true.) This reinforces ideas of capability that people are more fit then others to do something based on certain characteristics.
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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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B) Keywords
Exercise 3:
Add the keyword you contributed to padlet and briefly (50 words max) explain its importance to you.
Ableism – Ableism is the discrimination towards disabled people favouring able-bodied people based on societally constructed ideas of normalcy. This can be seen through negative attitudes, offensive behaviours, stereotyping or exclusion. Ableism can be directed towards those not just with visible disabilities but those who are neurodivergent as well. As a person who struggles with both ADHD and dyslexia, I have experienced ableism through people making assumptions that because of this I’m not smart and neurotypical people are inevitably smarter and more capable than me.
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 identify several barriers to inclusion including structural, cultural and psychological barriers. A main barrier to inclusion is physical barriers where disabled people may be excluded due to lack of accessible accommodations. Especially in sports if the proper facilities and equipment are not available then a person may be excluded. Economically as well if a person cannot afford the appropriate equipment, they may not be able to participate in a sport. There are also barriers with a lack of access to leagues for disabled people or sports clubs including disabilities. People may want to play sports but not have a community where they live that has inclusive leagues or clubs.
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 think whether sports should be grouped by ability or disability depends on the goal of the competition. Grouping sports by ability ensures competition. Is fair amongst the athletes focusing on performance over characteristics. However, this may lead to higher inclusion of athletes in certain events. However, grouping athletes on specific disabilities may increase inclusion it can result in unfairness as someone with the same ability may have greater ability. An option of this can also be a hybrid approach which is seen in the Paralympics where they often categorize disability with ability by considering the severing of the disability. However, in some sports in the Paralympics, it is categorized separately by both ability and disability. Hybrid approaches also would need a large number of participants (like the Paralympics) to make several categories depending on disability and ability combined. Overall, there are pros and cons to both approaches of sports being grouped by ability or disability, as well as hybrid approaches. It all comes down to multiple factors the goal, level of competition and potentially the size of the event and number of participants.
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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)
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