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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.
| Ableism doesn’t exist in isolation, its deeply connected to other systems of oppression. The idea that some abilities are more “valuable” than others has historically been used to justify discrimination, often reinforcing existing social hierarchies. For example, intelligence has been weaponized in classist and racist ways, with standardized testing historically favouring white, wealthy students while being used to justify limited opportunities for marginalized groups. Similarly, physical ability has been a factor workplace discrimination, where disabled individuals are often assumed to be less competent, regardless or their actual capabilities. These patterns show how ableism isn’t just about disability, its intertwined with broader social inequalities, shaping who is deemed “worthy” of success and opportunity. |
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 wasn’t necessarily surprised by my results, but it was still interesting to see how implicit biases show up even when we consciously try to be neutral. These kinds of tests can be useful in making people more aware of their unconscious biases, but i think they have limitations too. Just knowing you have bias doesn’t automatically change it, and the test itself can feel a bit rigid in how it measures things. That said, its a good starting point for self reflection and broader conversations about how bias influences decision making in everyday life. |
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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Pedagogy is the method and practice of teaching, basically how educators design and deliver learning experiences. It includes everything from the way lessons are structured to the strategies used to engage student. Pedagogy tries to understand what influences the social, political and psychological development of learners. For example, a professor using active learning like group discussion and problem solving activities instead of just lecturing is applying specific pedagogical approach to make the material more interactive and effective. |
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?
| Fitzgerald and Long argue that disability sport exists on a spectrum, accommodating both participation and competition, much like mainstream sports. They highlight the Paralympics as a prime example of elite competition, where athletes train rigorously and push the boundaries of human performance. On the other hand, they also discuss community based adaptive sports programs, which prioritize inclusion, socialization, and physical activity over winning. For instance, initiatives like wheelchair basketball leagues provide opportunities for people to stay active and connected, regardless of their competitive goals. This shows that sport isn’t just one thing, its both a way to participate and a space to compete, depending on what each athlete wants to get out of it. |
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. Women in sports are often expected to perform at the highest level in an environment that historically values strength, aggression, and competitiveness, traits typically seen as “masculine”. At the same time, they face pressure to maintain traditionally feminine qualities, whether that in their appearances, demeanour, or how they present themselves in the media. This double standard is obvious in how female athletes are often judged just as much for their looks as their skills, or how they risk being labeled “too masculine” if they don’t fit certain beauty standards. It’s a paradox that forces them to navigate two conflicting expectations just to be taken seriously. |
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 would argue that Muderball does both (option d). On one hand, the film shows wheelchair rugby players pushing back against the idea that disabled men are weak or passive. Their aggression, competitiveness, and determination challenge the stereotype that disability makes someone less of a man. For example, the athletes in Muderball openly reject pity, take pride in their physical strength, and emphasize their toughness, both on and off the court. This is a clear act of resistance against against the marginalization of disabled masculinity. At the same time, the film reinforces ableist norms of masculinity by framing strength, aggression, and physical dominance as the ultimate marker of being a “real man”. The player go out of their way to prove they are just a tough as able bodies athletes, which still centres masculinity around physical capability. This is especially evident in how some player talk about their injuries and how they reject anything perceived as weakness. Muderball is empowering but also shows traditional and limiting ideas of what it means to be masculine. |
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 of the “supercrip” narrative because it often reduces Paraolympians to inspirational figures rather than recognizing them as elite athletes. The supercrip stereotype frames disabled athletes as overcoming their disabilities rather than simply excelling in their sport. While these stories can be motivating, they can also be harmful because they reinforce the idea that disability is something to “overcome” rather than just another way of moving through the world. It also shifts focus away from the structural barriers disabled athletes face, like lack of funding, limited media coverage, and accessibility issues in training facilities. A great example of the supercrip narrative in the 2024 Paris Paralympics is the coverage of Italian wheelchair fencer Beatrice Vio, also known as Bebe Vio. She is an incredible athlete, a multiple-time Paralympic gold medalist, and dominates her sport. However, much of the media coverage surrounding her emphasizes how she “defied the odds” after losing her limbs to meningitis rather than focusing on her skill, strategy, and training. Articles and interviews often highlight her as an “inspiration” rather than discussing her technique or athletic achievements in the same way they would for an able-bodied fencer. This kind of makes it seem like disabled athletes are only valuable because they inspire able-bodied people, rather than because of their talent and hard work. Instead of treating Para-olympians as super-humans, we should recognize them as elite athletes competing at the highest level, just like their Olympic counterparts. |
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)
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In my opinion, Muderball does play into the supercrip narrative to some extent, but it also undermines it in certain ways. The film showcases the athletes as tough, determined, and highly competitive, which can come across as reinforcing the idea that disabled people need to prove their worth by overcoming hardship. The wheelchair rugby players in the film, like Joe Soares and Mark Zupan, are portrayed as these larger-than-life figures who not only excel in their sport but also fight against the limitations of their disabilities. The narrative often highlights their physical toughness and the extreme nature of the sport, framing them as heroes who rise above their challenges, which is a classic example of the supercrip stereotype. However, the film also complicates the supercrip narrative by showing the athletes as more than just their disabilities. Yes, they’re portrayed as incredibly strong and resilient, but the film also emphasizes their personal lives, struggles, and relationships outside of the sport. This helps humanize them beyond their role as inspirational figures, showing that they’re complex individuals with flaws and challenges, not just super-humans. When it comes to gender, Muderball touches on how masculinity plays a huge role in the supercrip narrative. The male athletes in the film are often portrayed as having traditional masculine traits, such as aggression, competitiveness, and physical dominance. This is particularly interesting because their disabilities challenge the idea that masculinity is tied to able-bodied strength. The film showcases how they handle this by embracing a hyper-masculine image, fighting not only against their disability but also against the expectation that disabled men are weak or passive. Gender plays a big role in how the supercrip narrative is portrayed. It adds a layer of resistance to marginalized masculinity while reinforcing ableist expectations.
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