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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?
-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.
I think the most crucial statement in the article, when addressing the issue of “isms” is that they are used to justify masculinity as the essential ability. It doesn’t matter what other “isms” you look at, they will always be negative in comparison to the normative masculinity. When we pick white males as the norm, everything else becomes negative in comparison, and leads to oppression. It takes us back to module 4 and the discussion of muscular Christianity – aspiring to be a white male participating in sport. And if you’re not a white male, you aren’t allowed to participate in sports in the same way. They can be adjusted to fit your “less than” physique and abilities, be that gender, race, class, ability-based.
It’s interesting when the authors go through the studies and identify which types of EDI are addressed. Disability just doesn’t make it in there, but then neither does class or age. This definitely has to do with whose voices are most often heard at this point, which is not meant as a negative statement; rather, it is meant as a statement of reality. Racism, sexism, gender-based voices are the most often heard right now. Nothing wrong with that. Perhaps a dive into why that is would be helpful, but then so would a dive into the intersectionality of the various voices, because that really is important. Very rarely does an “ism” stand only by itself. I do, however, think that the reason we (as a society) don’t hear the voices, or notice the voices of those with disabilities, is because too often we don’t understand what they are saying and just don’t want to take the time to figure it out. Or, we don’t respect that they have something important to say, or often because we don’t believe they have the cognitive ability to have a say. Too often physical disability is seen as a cognitive disability as well, so we just look over the tops of heads and think we know best, so why ask. Throw another “ism” such as race or class on top of the disability and we simply don’t see people. When I think about my own experience in phys. ed. in highschool, I think about the girls’ phys. ed. courses. Why were girls more comfortable taking gym without the boys present? Because they didn’t have to compete with the male expectation of what makes a good athlete? Because we were introduced to other forms of sports and physical activity, more “suited” to girls than to boys? What about the boys who would have liked to participate in those sports and physical activities? Girls could go in the other gym classes, but no boys were allowed in the girls’ classes. Was the decision to have a girls’ only class perpetuating the concept of masculinity as the essential ability? At the same time, providing that outlet kept more girls taking phys. ed. So, what is the right answer?
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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 was not surprised by the results of the test – it showed no implicit bias one way or the other. I would have been skeptical of the test if it had shown anything different. I am somewhat skeptical of tests like this at the best of times. I thought the choosing activity was interesting. I anticipated the switch for the last two sections to move from able being paired with positive words and disabled being paired with negative words to the other way around. I think tests like this can be manipulated pretty easily, and I really don’t know what relevance my political views have to the topic, but then everyone always wants to know your political affiliations. |
B) Keywords
Exercise 3:
Add the keyword you contributed to padlet and briefly (50 words max) explain its importance to you.
Inclusion vs. Accessibility These two words often get used interchangeably, but they do not mean the same thing. It is difficult to have inclusion without accessibility, but you can create accessibility but still not have inclusion. Facilities, transportation — those can be made accessible. But in the end you may just be taking people to an activity that continues to exclude them rather than building structures into recreational/sport programs that seek to include all individuals. Inclusion is about offering the opportunities to be a part of an activity or sport once the individuals have arrived at the facility or event.
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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 identify a number of barriers to inclusion such as inaccessible transport, buildings and amenities, as well as lack of opportunity and prejudicial attitudes. The first three barriers in the list seem like they can and should be able to be fixed without too much difficulty. On the surface. But then we have to add the financial and geographical barriers to making those three things happen.
In reality, those first three are about accessibility, which is very different from inclusion, although the two terms are often conflated. They are not the same. We can create accessible spaces, but still not have inclusion. Building accessible facilities and amenities is a permanent structural fix and is something that is required to a certain extent, but may not meet all needs. It’s a financial cost that must be built into the cost of establishing those facilities in the first place. Accessible transportation is another story altogether. Accessible public transportation is far more likely to be available in high population areas, whereas it is more likely to be a personal responsibility in less populated areas. Along with the transportation factor is the distance between facilities in areas of lower population density. It’s great to have the accessible facilities if they are close enough to get to. Providing accessibility is a problem of the head.
Inclusion, on the other hand, is a problem of the heart. Willingness to provide opportunity and to change prejudicial attitudes is not a financial issue. As I was reading, I was thinking about how unwilling we seem to be to accommodate within sport, when we may be willing to accommodate in other aspects of life. Perhaps it is the competitive nature of sport and our need to win. If we want to win, we need the fastest, the most powerful people on the court, on the track, on the field. We need to be able to see past that attitude to the importance of allowing participation and building self-esteem. We don’t want to adapt what we are doing, what we have always done, the way we always do it, don’t change the rules – in sport. The Arora and Wolbring article talks about the need to change our approach to teaching phys. ed. in schools and I think this would go a long way to supporting inclusion of those with disabilities in sports. I really like the idea of a league where everyone plays in wheelchairs, whether they need them on a regular basis or not. Done the right way, leagues like this can be very beneficial.
I think a very important part of inclusion is making sure we don’t go to the statement that things will be fine if we just don’t “see” disability, similar to the statement that someone doesn’t “see” colour. We NEED to see colour and we NEED to see disability because otherwise we are ignoring them and pretending they have the same privilege as non-disabled white people. They do not have the advantage of that privilege. So, how do we see disabled people in sports? Well, first and foremost, name it, let it not be a negative, let it not be something that needs to be fixed, let’s look at it not from a deficit model. And then, let’s ask and give a voice to those with disabilities, with the wide range of disabilities that exist. Let’s not treat everyone the same because they are not. And let’s honour and respect that voice and not talk over top of it as if we know better/best. There is nothing wrong with providing separate competitions if that is what is desired. There is nothing wrong with providing inclusive competitions if that is what is desired. We can be accommodating and we should be accommodating. We can change our thinking and we should change our thinking.
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?
Sport is for both participation and competition. There is nothing wrong with it being for both. People can choose which they want to do – do they just want to participate and have fun? There should be opportunities for that. Do they want to compete? There should be opportunities for that as well. It’s fun to participate in competition and to watch competition. It’s also fun to participate just because it’s fun and the competition may or may not happen. I think back to my own participation in hockey. I love playing hockey and I’m pretty good at it, but I never felt a particular reason to be a member of the competitive team. When I was forced to be on that team because there weren’t enough players for the second team, it was not as much fun for me. And, I would say it was not a lot of fun for a number of people on that team, but that was more a result of the coaches. Let’s not kid ourselves – it IS fun to win.
One of the keys to sport for participation is that we can’t just wait for someone else to come up with the opportunities. If we want to gather people together just for fun, we can go ahead and do that. It still needs facilities, it still might cost money, but it can just be fun. For kids and adults, it can just be fun. I’ve heard lots of derisive comments about “participation” ribbons, and about not counting score when kids are first in soccer leagues, for example, and just letting the kids play. It seems to me it’s more the adults that have a problem with the concept. And often it’s because they think their child is a better player than everyone else. At that age, it should be about fun. You can learn skills without having to complete. It goes back to Katie Barnes’ suggestion that we don’t need to separate children by sex before they reach puberty. Everyone learns the same skills and has the same ability to do well. I think we should be able to include children with disabilities in the same statement. It might look a little bit different and we may need to adapt what we are doing to meet their needs, but there’s no reason that can’t happen when the focus is on learning the skills and having fun.
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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).
I wish this wasn’t true, but it is. The restrictions on what women can wear — we may be moving away from it slightly, but it’s still there. Just because it has been changed in beach volleyball doesn’t mean it is gone. The pressure is still there. We expect women to compete in sports while not looking masculine and if women start to look masculine, we claim they are not women. We listened to a whole podcast about that a few weeks ago (okay, we were only required to listen to two episodes, but I might have gone ahead and listened to the whole thing). |
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
I chose (b), Murderball reinforces ableist norms of masculinity. I did not see anything that led me to believe the “characters” in the documentary were interested in anything different than the ultra-masculine attitudes one sees in any male dressing room. The discussions are about how they see women, and the derision directed towards the one man who says he likes “athletic” women, and then goes on to say he doesn’t like “big tits” is nothing if not really just stereotypical masculinity. I just can’t see it as marginalized masculinity in any way because it is so familiar. We don’t see anyone in the group who is looking at any type of relationship other than a heterosexual relationship and the women we are shown are with women who meet the feminine ideal.
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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.
Coming from a position of able bodied privilege and not having to adapt to a physical disability, I’m not sure I get to have an opinion about whether I agree with the “supercrip” narrative. I fully understand the critique of the narrative though. The expectation that anyone with a physical disability should be “working harder” and becoming a Paralympic athlete is just so ridiculous. I should work harder too to become an elite athlete, I guess. I admire all those elite athletes, the dedication they put into achieving what they achieve. But, that doesn’t mean I can’t achieve something just as important. The same with any disabled person, those with physical disabilities and those with other disabilities. Everyone works hard to achieve. There are other superhumans at the Olympics – people who come from countries that don’t have the access to facilities and training that we benefit from in the western world. Indigenous athletes who break through the barriers that are placed in front of them time and time again, for example. I simply respect them all and the hard work they do.
I think the clip below gives an example of the superhuman idea when talking about the Humboldt hockey player turned Paralympic rower. Yes, it is amazing what he has done. But to be clear, he was already an elite athlete and knew what the commitment was to competing at a high level. He transferred that commitment – all elite athletes are superhuman in my brain, and many of them have to overcome adversity. I agree with the critique – let’s treat them as superhumans, yes, but let’s not pity them because of their disability – choose language that doesn’t diminish who they are and doesn’t diminish others who also have disabilities. Let’s not render the disabililty “invisible”.
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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)? How does the film model resistance to both disability and gender norms, and in what ways do the athletes redefine or subvert societal expectations of strength, independence, and masculinity?
(300 words for each response)
Note: This response answers the initial question above, as well as the additional extra credit question.
The narrative changes. At first glance, I would say that Murderball plays not so much into the supercrip narrative as it plays into the supermasculinity narrative. So much of what I saw in a good part of the movie was men demonstrating their extreme masculinity and proving that their disability did not in any way impact their ability to perform sexually, right down to the focus on how and where they all met their “women.” The narrative was about being the big tough guy who can do anything he wants. Building an indestructible wheelchair and getting on the court with other man to prove that you can’t be injured any further than you already have seemed more about masculinity than anything else. Looking at what Ben Mattlin has to say, though, I see that as the supercrip narrative. The rugby players are beefed up, they are competitive, they are willing to put themselves in a position where they could, conceivably, get hurt, just to win. The question is – do I consider that “inspiration porn,” as Mattlin defines it? Am I inspired by these men who also define themselves as super masculine and are also mysoginistic? I’m not forgiving someone for that attitude just because they are in a wheelchair and have had to overcome adversity.
At the same time, it’s about being able to continue doing something that was very important in your life. The young man whose story they were following who had only recently become paralyzed from a motocross accident was looking for that physical outlet that he enjoyed prior to his accident. I don’t think the athletes themselves portrayed themselves as superhuman. They portrayed themselves as super masculine. Right to how they portrayed Joe, who to honest, I really don’t like, he is not a likeable person. The way he treated his son and how he looked down on his achievements because they were not athletic achievements was not endearing. Sure, it seems like he came around after his heart attack, but the damage to his son by that point was pretty substantial.
I think some of the athletes would agree with the statement made in the blog about comments made when people see someone out in a wheelchair, about how great it is that they are getting out there. The athlete in Murderball talking about going to the grocery store and having people ask if he needs help to get back in the car is a similar type of sentiment. “No, I’m just going about living my life. I just happen to also have a wheelchair.”
I am far more inspired by the change in narrative at the end of the movie when Mark Zupan is taking his message to young people in wheelchairs and encouraging them to get involved, because that message is going to both young men and young women. You can see the enthusiasm in the eyes of the young woman in the group. We have Olympians come and speak to schools; why not have Paralympians speak to people who could follow in their footsteps? That’s the real inspiration, not in being super-masculine, but in saying to young people that there are sports they can get involved in that can be fun.