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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.
| Many disabled people still lack ability and confidence in themselves as a result of structural constraints in both social and academic settings. Ability security, or the ability to live an ideal life regardless of one’s abilities, is frequently jeopardized by physical and social obstacles, a lack of support systems, and economic imbalances. Disabled students, for example, may receive academic adjustments, but they frequently face bureaucratic barriers that make access to essential tools difficult. Similarly, being comfortable with one’s abilities can be challenging in obtaining identity security in circumstances where disability is viewed as a constraint rather than a natural element of human variance. , the emphasis on production, efficiency, and independence can make it difficult for students with disabilities to feel fully included. While some institutions have made progress toward more inclusive learning environments, many still fail to actively support disabled students in ways that promote both ability and personal confidence.
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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.
| Tests designed to detect ability limitations frequently provide unexpected conclusions. Many believe they are free of discriminatory beliefs, yet these tests can reveal underlying prejudices influenced by societal norms. This might be alarming and uncomfortable, but it allows for observation. Recognizing implicit biases is the first step toward correcting them, both individually and across systems.In general, these tests can be effective for identifying inequality in society and increasing self-awareness. They encourage people to critically explore their beliefs of ability and how they affect how they think and act. However, their relevance is dependent upon context. If the findings are used as tools for self-reflection and deliberation, they can lead to significant change. However, if accepted as conclusive evaluations of one’s character, they might be restrictive. Furthermore, these tests are most helpful when combined with active efforts to confront and deconstruct ableism in everyday 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.
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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?
Fitzgerald and Long (2017) identify many significant obstacles to disabled people’s involvement in sports and entertainment, emphasizing structural, social, and cultural issues. Inaccessible facilities, limited adaptable equipment, and insufficient financing for inclusive programming are all examples of structural barriers. These issues keep many disabled people from fully participating in sports. Social challenges aggravate exclusion, such as negative opinions and a lack of qualified coaches. Many impaired athletes feel excluded due to misconceptions about their skills, which might limit their opportunities to participate in popular sports.
Cultural challenges are also important, and the dominant sports culture frequently values physically fit performance. This furthers the barrier between regular sports and those explicitly intended for impaired athletes, generating concerns about whether incorporation or special provision is the most effective method. Fitzgerald and Long address the contradiction between these frameworks, pointing out that while special provision gives personalized opportunities, it can also establish segregation. On the other hand, while integration into professional sports can encourage inclusiveness, it may not always require the same modifications for equal participation.
These challenges are visible in many sporting environments, as disabled players struggle to obtain training, funding, and competitive opportunities. Addressing these difficulties requires transforming policies, mindsets, and financial allocation to ensure sport is genuinely inclusive. Creating accessible infrastructure, educating inclusive coaches, and challenging cultural views are all necessary steps toward significant participation for disabled people in sports.
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?
| Should sport be grouped by ability or disability?
Fitzgerald and Long (2017) discuss the controversy over classifying athletes based on ability vs handicap, presenting important concerns regarding inclusion and fairness in sports. Combining disability provides personalized opportunities for athletes to compete against others who have had comparable experiences, ensuring a level playing field. However, this method may unintentionally promote division and reduce the visibility of impaired athletes in regular sports. On the other hand, sorting by ability emphasizes competence rather than physical fitness, resulting in a more inclusive environment. This approach challenges established notions of impairment by emphasizing skill over medical categories. However, it raises questions about fairness: impaired athletes may be disadvantaged in combined events without adequate accommodations. A balanced approach may be the most effective answer. Offering integrated and disability-specific chances would allow athletes to choose the competition structure that best meets their needs. The goal should be to reduce obstacles while ensuring impaired athletes have substantial chances to engage and compete on their own terms. Inclusion should not be forced into a single approach but instead reflect athletes’ different demands and objectives.
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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).
| True. Female athletes, including disabled athletes, frequently face the challenge of attempting to succeed in a typically “masculine” setting while adhering to cultural ideals of femininity. This contradiction puts them in a difficult position: On the one hand, they are expected to demonstrate strength, competition, and resilience, traditionally associated with masculinity in athletics. On the other hand, they are expected to retain a feminine image and be socially acknowledged as women. This paradox is particularly challenging for impaired athletes, who may already have difficulties with being seen and recognized in traditional sports. The simultaneous presence of gender and disability complicates their lives, as they must deal with both racist and sexist demands. Rather than recognizing their athleticism as its benefits, women are sometimes criticized based on outdated gender stereotypes. To break this cycle, sports culture must modify its perception and value of women’s successes, focusing on skill and dedication over adherence to traditional femininity.
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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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Answer: (d) Murderball does both of these things. Murderball defies marginalized masculinity while reinforcing ableist masculinity ideals. On the one hand, the film challenges stereotypes of disability by portraying wheelchair rugby players as aggressive, competitive, and physically dominant. In doing so, it challenges the notion that disabled men are weak or reliant, instead portraying them as great athletes who assert their masculinity through athletics. This acts as a resistance to the marginalization of disabled men in society, demonstrating that they may represent strength, resilience, and toughness. However, the film supports ableist masculine standards by emphasizing physical strength and aggression as measures of excellence. The emphasis on pure power, trash talk, and hypermasculine behaviour is consistent with typical, sometimes exclusive notions of masculinity. In this approach, Murderball risks perpetuating the perception that masculinity must be demonstrated by physical resilience, perhaps marginalizing those who do not fit this pattern, such as disabled people who may be unable to participate in sports. Ultimately, while Murderball challenges some stereotypes, it also upholds certain ableist and gendered ideals, making it both a form of resistance and reinforcement of traditional 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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Yes, I agree with the critique of the “supercrip” narrative. While stories about Paralympians overcoming obstacles might be encouraging, the “supercrip” stereotype frequently reduces impaired athletes to limited people who exist only to inspire non-disabled people. It emphasizes their impairment as something to “overcome” rather than acknowledging their athletic ability, perseverance, and hard work. This perspective can be damaging because it creates excessive expectations for all disabled people, claiming that their worth is dependent on spectacular achievements rather than simply being there as complete and multifaceted persons. The portrayal of swimmer Alice Tai is one example in the 2024 Paris Paralympics broadcast. Tai, a British Paralympian, is frequently portrayed in the media as a “triumph over adversity” figure after having her right leg amputated and returned to the highest level of competition. While her recovery is outstanding, the majority of the media focuses on her “inspirational journey” rather than her technique, training schedule, or competition strategy. This supports the “supercrip” narrative, which emphasizes her capacity to overcome a disability rather than her identity as a good athlete.
This framing can be harmful since it assigns Paralympians to an impractical category in which they must be either inspirational or invisible. It also implies that disability is something to be “defeated” rather than just a part of human variance. A more balanced approach would emphasize Paralympians’ athletic achievements without making their impairment the focal point of their story. Instead of viewing them as “inspiring” simply for competing, we need to think of them as exceptional athletes deserving the same respect and attention as their non-disabled teammates.
https://www.thetimes.com/sport/paralympics/article/paralympics-paris-2024-alice-tai-wins-gold-gb-2fm2fknd2?utm_source=chatgpt.com®ion=global
https://www.theguardian.com/sport/article/2024/aug/31/paralympics-britain-swimming-super-saturday-golds?utm_source=chatgpt.com
https://www.swimming.org/sport/alice-tai-gold-paris-2024-paralympics/?utm_source=chatgpt.com
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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)
| The film Murderball explores and critiques the “supercrip” concept. This narrative frequently presents people with disabilities as heroic figures who transcend their limitations to accomplish unusual things, which can create unreasonable expectations and overshadow structural difficulties affecting disabled individuals. On the one hand, Murderball shows the intense athleticism and dedication of wheelchair rugby players, emphasizing their athletic abilities and drive. This portrayal is consistent with the supercrip stereotype, pointing out the athletes’ ability to overcome physical restrictions through simple will and determination. The film’s emphasis on their hard training, intense involvement, and personal stories of determination may be interpreted as promoting the idea that success for people with disabilities is characterized by their ability to “overcome” their condition. However, the film undermines the supercrip myth by portraying the athletes as diverse humans, looking into their personal lives, relationships, and daily experiences outside of what they can accomplish. Murderball questions the idea that people with disabilities are characterized entirely by their limitations or capacity to overcome them. This complicated portrayal serves to humanize the athletes, moving away from the basic and frequently patronizing supercrip paradigm. Gender plays an important part in developing the supercrip myth. Murderball’s representation of male athletes points out typical masculine attributes like violence, dominance, and physical strength. This emphasis can perpetuate ableist norms of masculinity by implying that in order to be considered “real men,” people with disabilities must demonstrate certain characteristics, excluding those who do not comply with these ideals. The film’s emphasis on hyper-masculinity exposes how gender norms overlap with disability narratives, potentially spreading stereotypes that associate masculinity with physical strength and emotional resilience.
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