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?
-OR-
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.
| In my opinion, I believe this statement reflects how ableism is viewed as a form of discrimination towards individuals with disabilities. Similar to other social issues such as racism, sexism, ageism and classism, when ableism intersects with other forms of oppression, it amplifies negative effects on individuals who belong to marginalized groups.. This mistreatment often goes unnoticed, impacting the lives of those who experience more than one physical, intellectual or emotional impairment.
An example of this is people living in lower-socioeconomic status and also having a disability. The challenges to gain access to resources would be amplified due to limited financial capacity and lack of resources and community services. |
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.
| In terms of the Harvard implicit bias test, I believe this tool is useful for measuring implicit bias, assumptions or attitudes that people have towards certain social groups. These test support individuals in becoming aware of their own personal biases, which may result in a change of behaviour or view towards different social groups. This test can also be used as an educational tool to teach self-awareness and challenge stereotypes that continue to linger in society. |
B) Keywords
Exercise 3:
Add the keyword you contributed to padlet and briefly (50 words max) explain its importance to you.
| Ableism is defined as a form of discrimination that targets individuals with disabilities. These are the lingering stereotypes, oppression and barriers that people with disabilities face that limit accessibility, inclusion and equal opportunity. This is important to me because as we recognize ableism, we can work towards developing an inclusive and equitable society where people with disabilities can thrive. |
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?
In their work on integration and special provisions, Long and Fitzgerald identify numerous barriers to inclusion which limit access to sports organizations for individuals with disabilities.
- Physical barriers – These are the inaccessible opportunities for people with disabilities to access equipment and resources
- Social and Cultural barriers – The ongoing stereotypes and stigmatization that people with disabilities and other social groups face when integrating themselves into sports
- Economic barriers – This involves economic status and the expense that comes with playing sports
- Institutional barriers – The ongoing exclusion to resources and sports programming
- Psychological and emotional barriers – Lack of self-confidence and identity due to the negative stereotypes that surround marginalized groups
C) Inclusion, Integration, Separation
Exercise 6: Complete the Activities
Notes: Answers are correct, not sure why the activity marked them wrong?
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?
| As I look at Fitzgerald and Long’s argument to whether or not sport is for participation or competition, I begin to think of the implications to both and how they serve individuals positively within sports organizations.
Sports Participation: Is the view that sports are integrated for activity and fun. This is the emphasis that sport is accessible and inclusive for everyone. The primary goal of sports participation would be to ensure people of all abilities, genders and diverse backgrounds have access to sports organizations. Sports Competition: Is viewed as a competitive pursuit or game where an individual or team is playing to win or lose. This takes into considerations such as fairness in terms of skill level, age, physical capabilities and more. The goal of the competition it to reward a winner with recognition of their success, trophies or medals. After looking at the description to both participation and competition, I truly believe there is a need for both in sports. In an ideal world, there should be a space for both competitive athletes and individuals who want the choice to participate without competitive nature. As we address disability in sport, we should continue to adapt inclusive elements and competitive opportunities for athletes with disabilities. |
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).
| The paradox that sportswomen face is a complex issue that has lingered in society for decades. Sports, which has typically been seen as a “masculine” domain, has been correlated with attributes such as strength and competitiveness. This challenging situation has caused women in sport to feel isolated and excluded in an environment that should be supporting and recognizing their accomplishments. As we move into the future, it is important women’s sport is acknowledged to support gender identity among females. |
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
| After watching ‘Murderball’, I recognized how this film celebrates resistance to marginalized masculinity and reinforces ableist norms of masculinity. This film follows the lives of several quadriplegic athletes, that have severe spinal cord injuries and play rugby.
In terms of their resistance to marginalized masculinity, this film highlights the ways that these athletes resist being defined by their disability. Athletes embrace competitiveness and strength, which is traditionally seen in forms of masculinity. Audience viewers are forced to recognize that disabilities do not form identity, acknowledging that people with disabilities are strong and resilient. As for the reinforcement of ableist norms of masculinity, this film reinforces that individual with disabilities can be aggressive and tough while competing in sports. The athletes in this film do this by using power and strength on the field, when traditionally, they are viewed as being weak. This explains that athletes with disabilities can be powerful competitors, which in turn, should empower them to redefine their strength as individuals. |
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.
| In my opinion, the narrative in this YouTube video describes disabled individuals as heroic or exceptional for achieving things that are typically considered ordinary for people with abled bodies. After reviewing this video, I have two different perspectives on the ‘supercrip’ narrative in this video. During my first glance, I examined this video as a tool to empower disabled individuals world-wide. The video shows disabled athletes concurring challenges and achieving goals, despite facing significant barriers. This ignites the perception that successful disabled athletes are ‘superhuman’.
Another way I interpret this video is as a potential harm to people with disabilities. This video masks the daily struggles that individuals with disabilities encounter in society. Factors such as negative stereotypes, discrimination and barriers all play a role in causing harm to the disabled community. This ignores the ongoing problem that disabled individuals continue to live with every day. An example of a ‘supercrip’ is Cody Fournie, a wheelchair Paralympian from Canada. At the 2024 Paris Paralympics, Fournie placed first in the men’s T51 100 and 200 meters. Fourie’s time of 19.63 seconds in the 100 meter is the fastest paralympic time ever. After switching from rugby to paralympic racing, Fournie has gained tremendous amounts of attention and is recognized as the world’s fastest T51 racer. |
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)
| From my perspective, the ‘Murderball’ film is a documentary that follows the lives of quadriplegic rugby players and explores the ‘supercrip’ narrative. In this film, athletes demonstrate a tremendous amount of skill and resilience despite physical impairments. They perform with strength, physicality and mental toughness that allow them to excel while playing rugby. In terms of the supercrip narrative, the athletes in this documentary are showcased in ways in which their disability appears superhuman and unrealistic. This challenges the stereotype that individuals with disabilities are confronted with structural barriers and limited to adequate resources.
Another way ‘Murderball’ is an example of the ‘supercrip’ narrative is the representation of gender. In this film, the characters chosen to participate are primarily male. Considering gender dynamics, I wonder how this film could have been different with the use of female athletes? I believe implementing women into this documentary could have been extremely complex. Women with disabilities are often categorized with the societal norms of femininity, beauty and a nurturing demeanor. Integrating women into this film would be difficult considering that gender and disability intersect together and make it harder for women to be viewed as human, compared to males. When women with a disability achieve something extraordinary, it often aligns with having to hurdle an obstacle that may classify her as a ‘superwoman’. This challenges the ‘supercrip’ narrative as it highlights that the film is shaped by gender. |
