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.
| For many disabled people, having ability security and ability identity security can be challenging. Ability security means being able to live a good life no matter the disability, which relies on things like access to jobs and healthcare. Ability identity security is about being comfortable with your abilities, however, society often focuses on what people can’t do instead of what they can. For example, from what I have observed, many disabled people face challenges in school and work which will impact their ability security. However, some communities offer more support, helping people feel better about their abilities. In schools, some universities are starting to be more inclusive by reaching out to those with disabilities to see where they may need assistance and what the school can do to support those individuals, but problems still occur. Disability services at schools are often underfunded or not as helpful as they should be which makes it harder for disabled students to do well and feel included or not singled out. Some schools are improving, but there’s still a lot of work to make education fully accessible for everyone. At Trent, I heard a comment recently that really stood out to me. Someone in one of my classes who is in a wheelchair mentioned that at Gzowski, there is no ramp for students, only an elevator and therefore if there is a fire, students in wheel chairs are expected to wait where they are until someone comes to help them which obviously can cause safety hazards
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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 am very shocked by my results, only because it was not what I expected! My results say that I have a preference to young people over older people. I was expecting my results to be pretty even as I like to think I don’t have a preference on people only based off of their age, and even throughout the test I didn’ think I was favouring a specific age category. This is very interesting though as I now wonder if this is because I can relate to younger people more based off of my age. Or do I just not spend enough time with older people? I also do not have grandparents in my life, potentially that could impact my interactions with older people as I haven’t had many in my life?
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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:
The keyword I wanted to contribute was disability as I feel like this word/concept is often viewed in a very wrong way. When society often thinks of disability, they think of it as a sad, unfortunate weakness/challenge that a person needs to deal with within their life. Realistically, each of us have our differences that set us apart from everyone else and for some individuals, that can be their disability. Yes, sometimes these can be challenging, especially when they are visible like mental illness. But just because someone looks, acts, or physically is different, that doesn’t always mean they are suffering. This term just means a lot to me as I feel like many have the wrong idea about the term.
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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?
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 it is important to group sports by disability, like the Paralympics, to encourage fair competition among athletes with similar differences or by the ability to focus on different skill levels rather than medical categories. This being said, if it doesn’t cause danger, I think it also is fair to allow people with disabilities to join regular sports leagues if they feel comfortable. Obviously, if they need a wheelchair or assistance, this can be challenging as not everyone is in the same situation. But if the individual who has a disability is able to play without any visible major differences, I would not see the issue. This cause prevents exclusion within sports and ensures that everyone has equal opportunity.
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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
| The argument that I would agree with the most is answer D (Muderball does both of these things). Murderball expresses through the film how the men playing wheelchair rugby are strong, tough, and competitive. This helps fight the idea that men with disabilities are weak or not masculine. It gives them a way to show they are powerful and confident, just like able-bodied athletes.
On the other hand, the film also shows a more traditional kind of masculinity which can be seen as men being aggressive, acting tough, and talking about women. These are the same traits that are often expected of men in general, and the film doesn’t ever challenge these stereotypes and expectations. Therefore, this is why I think the movie both challenges stereotypes about disabled men and repeats some common ideas about what it means to be a “real man.” |
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.
| Yes, I agree with the critique because the “supercrip” story makes it seem like disabled athletes are amazing just for overcoming their disability, instead of focusing on their real talent, skill, and hard work like the rest of the athletes are recognized for. For example, in the 2024 Paris Paralympics, Jessica Long was praised by society for “overcoming challenges” instead of being recognized for her skills and training within the sport. Society makes it seem as if people’s success is surprising just because they have a disability, rather than treating them like any other impressive athlete who is acknowledged for their success of the actual sport.
This way of thinking can be harmful because it focuses too much on an athlete’s disability instead of their hard work and achievements. Rather then showing their skill and effort in their sport, the media often talks about their struggles, making it seem like they succeed only because of determination considering their “issues”, not the actual training they put in. A better way to celebrate Paralympians is to treat them like society treats abled Olympians which means to focus on their talent, execution, and results rather than acting like their success is surprising just because they have a disability. |
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)
| The film Murderball plays into the supercrip narrative by showing disabled athletes as powerful and inspiring but only because they act in ways that make non-disabled people feel comfortable. The documentary follows quadriplegic men who play full-contact wheelchair rugby. It highlights how tough, strong, and aggressive they are. While this may seem like a positive view, it can still send a message that disabled people must do something super impressive to be taken seriously in sports. Supercrip stories focus on people with disabilities who “overcome” their challenges in ways that fit into non-disabled ideas of success. In Murderball, the athletes are recongzied because they act like traditional able-bodied men who many see as independent, athletic, and competitive. This makes the story interesting to non-disabled viewers but can be hurtful to others in the disability community. It expresses that being disabled is only acceptable if you hide or fight it.
Gender plays a major role in who gets to be seen as a supercrip. Most of the people in these stories are men, especially white, muscular men. They fit into traditional masculine roles that society has created which makes them easier for commuunities to accept. However, disabled women, trans people, or those who aren’t athletes are often ignored. They don’t fit the image of the “talented” disabled person and are more likely to be pushed aside. This kind of storytelling leaves out everyday experiences of disabled people and ignores real barriers like lack of access or discrimination. Instead, it focuses on individual success stories that are meant to inspire non-disabled people. |
