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.
| I think the observation means that other types of social bias are frequently linked to and made worse by ableism. This intersectionality demonstrates how persons with disabilities face discrimination based on a variety of criteria, including race, sex, age, and socioeconomic class, in addition to their disabilities. Sometimes, the idea of ability is used to defend more general social injustices. Discriminatory views about race, gender, and class can be reinforced by the frequent portrayal of people with disabilities as weaker, less competent, or less valuable.
An example can be Black people with disabilities’ experiences with racism and ableism. Black people with disabilities may experience exacerbated oppression in many societies, where their race is stigmatized and their disabilities are viewed as an additional indicator of their inferiority.
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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.
| I think that test like this one can be useful tools for uncovering unconscious biases and prejudices that people may have. These test can assist in identifying correlations between specific characteristics and traits—like age, gender, or race—that affect behaviour and choices unintentionally. People can become more self-aware and capable of confronting discriminatory conduct by exposing these unconscious prejudices and gaining understanding of their own thought processes. |
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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Disability refers to a condition or limitation that affects an individuals ability to perform certain tasks or engage in life activities. Disability can be mental, physical or intellectual impairments that affects a persons daily functioning, participation and interactions. These “impairments” can be present from birth, develop over time or occur from an accident or illness. Disabilities affect everyone differently and impact a persons life in different ways. (I hate the world disabled/disability) Disability is important to me as it helps recognize that your struggles are valid and not something to be ashamed of. I suffer from anxiety and it is considered a disability. It affects my daily life on a daily basis, but after recognizing the seriousness of it and how it is very legitimate has let me seek professional and medical help, take steps in managing my mental health and realize I am not alone in my struggles. |
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?
The barriers identified in this chapter include physical accessibility, attitudinal barrier, and structural barriers. Instead of encouraging integrated, inclusive participation, these hurdles may appear in sports as segregated activities that perpetuate the notion of disability as a separate category. Due to societal and physical barriers, people with disabilities may not be able to enjoy the advantages of sport and leisure, such as social engagement, physical fitness, and personal accomplishment.
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?
| 2. Is sport for participation or competition?
I believe both participation and competition is crucial in sports. Participation provides inclusive opportunities for everyone to engage in physical activities, and experience the benefits of sports. Competition strives for excellence and growth for those who push their limits. These 2 reasons are why I support having competitive leagues and less competitive leagues, which we see in different sports. As a competitive person myself, I strongly believe in the value of competition as it has always encouraged me to do better and push harder to succeed in my sports. Competition motivates athletes like myself to improve in every aspect of their sport.
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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
| d) Murderball does both of these things
As a kind of protest against marginalized masculinity, the movie features wheelchair rugby players who defy conventional ideas of masculinity, especially in terms of physicality, toughness, and power. These athletes exhibit courage, strength, and an unrestrained competitive spirit that are frequently linked to conventional notions of masculinity. But by highlighting physical strength and violent behavior, the movie also presents a kind of masculinity that can support ableist norms. This may unintentionally associate masculinity with physical prowess, excluding people with disabilities who might not meet that description. Murderball is therefore a complicated portrayal that both challenges and upholds some facets of 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.
| I agree with the critique of the video’s “supercrip” narrative. The assumption that persons with disabilities are exceptional only because they transcend their limits is reinforced by the “supercrip” narrative, which elevates athletes with impairments as amazing or superhuman for just playing sports or performing well. Instead of acknowledging the intrinsic value of people with disabilities, this framing unintentionally reduces their everyday experiences by suggesting that they must go above and beyond in order to be respected or viewed as successful.
Examples of the “supercrip” narrative in media coverage of the 2024 Paralympics in Paris are evident, especially when it comes to athletes like American swimmer Jessica Long. Multiple Paralympic gold medallist Jessica is often praised for her amazing swimming achievements, although media coverage usually highlights her triumph over her disability rather than her athleticism and skill. Although it’s critical to recognize her accomplishments, the story runs the risk of perpetuating the notion that her worth stems solely from conquering her disability rather than from her natural athletic skill and diligence. This perpetuates irrational expectations and may obscure the more inclusive, wider story of disability.
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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)
| Murderball, in my opinion, contributes somewhat to the “supercrip” concept, but it also makes it more complex by highlighting the complex elements of masculinity and disability. But, by demonstrating that the athletes are more than just their limitations, Murderball further challenges the “supercrip” myth. Given the film’s nuanced depiction of their personalities, relationships, and difficulties, viewers are able to recognize them as complex individuals. It deals on the emotional, social, and psychological difficulties individuals encounter in addition to their victories over their disabilities. Beyond the “supercrip” label, this humanizing approach presents a more complex and genuine picture of those with disabilities.
Murderball’s “supercrip” narrative is significantly shaped by gender. A traditional, hyper-masculine brand of athleticism—strength, aggression, and competitiveness—is embodied by the athletes, the majority of whom are men. This promotes particular ableist and gendered standards of masculinity. Their representations as “tough” and “invincible” are sometimes associated with prevailing notions of masculinity, implying that one needs to do remarkable physical feats in order to be a successful man with a disability. As it forces disabled men to live up to social norms of masculinity, this gendered component of the “supercrip” concept can be viewed as both empowering and constraining.
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