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?
-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.
| When the authors say 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,’” they mean that society often ranks people’s value based on physical, mental, or social abilities and uses those rankings to reinforce discrimination. For example, a job candidate who uses a wheelchair might be unfairly seen as “less capable,” which overlaps with classism if they’re denied economic opportunities, or ageism if assumptions are made about their energy or productivity. Similarly, racialized people might be stereotyped as physically stronger or weaker based on cultural bias, linking racism with ideas about physical ability. These judgments are deeply rooted in ableist thinking and uphold harmful stereotypes. Instead of seeing disability or difference as part of human diversity, ableism creates a rigid “norm” and treats anyone outside of it as less worthy. Understanding this overlap helps uncover how various systems of oppression are connected and must be addressed together, especially in areas like sport, education, and employment where ability is often overemphasized. |
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.
| What surprised me about the Implicit Bias Test was how it revealed subtle associations I wasn’t fully aware I had. Even though I consciously believe in equality and inclusion, the results suggested I may still carry unconscious preferences shaped by societal norms and media. It was a reminder that bias isn’t always intentional it can exist beneath the surface, even in people who genuinely want to be fair and open-minded. These kinds of tests are useful because they push us to reflect more deeply on our internal attitudes and how they might influence our actions or decisions, especially in educational or professional settings. While they’re not perfect or definitive, they can be a starting point for self-awareness and meaningful conversations about change. They help reveal how deeply rooted ableism and other forms of bias can be, and why active efforts are needed to create inclusive environments for all.
|
B) Keywords
Exercise 3:
Add the keyword you contributed to padlet and briefly (50 words max) explain its importance to you.
| Inclusion is important to me because it means creating spaces where everyone feels valued, respected, and able to participate fully regardless of ability, background, or identity. True inclusion goes beyond access; it’s about belonging and making sure diverse voices are heard and supported in meaningful ways.
|
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 several key barriers to inclusion, especially for people with disabilities, that impact participation in sport. These include negative attitudes and stereotypes, physical inaccessibility, lack of inclusive training for coaches, and limited policy support. In sport, these barriers result in inaccessible facilities, a lack of adaptive programs, and exclusion from mainstream teams or competitions. People with disabilities are often seen through an ableist lens, which emphasizes what they cannot do instead of recognizing their abilities. True inclusion requires changing environments, attitudes, and systems not just allowing participation, but actively creating spaces where everyone can fully belong and thrive.
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?
|
Question: Should sport competitions be integrated? Integrating sport competitions can promote equality and challenge ableist attitudes by creating shared spaces for athletes with and without disabilities. It encourages mutual respect, increases visibility for disability sport, and helps break down stereotypes. However, full integration can also present challenges, especially if accommodations aren’t properly made or if disabled athletes are overshadowed. To be truly inclusive, integration must ensure fair competition, equal recognition, and accessibility for all participants. The goal should not be just mixing athletes but creating environments where everyone can compete and be valued equally, regardless of ability. Integration should be thoughtful, not tokenistic.
|
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 This paradox highlights the double standard many sportswomen face. They are expected to perform with strength, power, and competitiveness traits often labeled as “masculine” yet also maintain traditional standards of femininity to be socially accepted as women. This creates pressure to balance two conflicting expectations, which can be exhausting and unfair. It also shows how gender norms still shape how athletes are judged, especially in media and public perception. Recognizing this paradox is important for creating more inclusive, equitable spaces in sport where women, including disabled women, can be valued for their abilities without having to conform to limiting stereotypes. |
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
Answer: d) Murderball does both of these things.
|
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 in the video. The supercrip story focuses on people with disabilities being “inspirational” just because they can do something considered normal or achieve something exceptional “despite” their disability. It may seem positive on the surface, but it actually creates pressure and unrealistic expectations. It treats disability like something that must be overcome, instead of accepting it as a normal part of human diversity. It also shifts the focus away from real issues like lack of accessibility, inclusion, and support. An example of this from the 2024 Paris Paralympics is the media coverage of Italian swimmer Simone Barlaam. He’s often described as “unstoppable” and “inspirational,” with headlines that talk more about his courage and attitude than his training or skill. While Barlaam is clearly a talented athlete, the way he’s portrayed turns him into a superhero rather than just an elite competitor. This kind of coverage feeds the supercrip narrative because it centers on how he “defies the odds” instead of recognizing that he is succeeding in a space that still doesn’t fully include or support disabled athletes equally. The supercrip story makes people feel good, but it can be harmful because it hides the need for real structural change. Not every person with a disability wants or needs to be a hero. Many just want to be treated fairly and have the same opportunities as everyone else.
|
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)
|
Yes, Murderball does play into the supercrip narrative, but in a very specific way. The film focuses on showing the athletes as aggressive, tough, and competitive traits that challenge the stereotype of disabled people being weak or dependent. But instead of presenting a balanced view of masculinity and disability, it leans into showing the athletes as “real men” who just happen to be in wheelchairs. This supports a version of the supercrip: someone who not only overcomes disability but does so by being physically strong and emotionally tough, especially in a sport like wheelchair rugby. The film doesn’t spend much time showing the challenges the athletes face outside of sport like access to healthcare, financial struggles, or the emotional realities of living with a disability. Instead, it centers on how “manly” they still are, using the same standards we use for able-bodied athletes. That fits into the supercrip narrative, because it shows disability as something to beat rather than something to live with. Gender plays a huge role in this. The blog from Rooted in Rights explains how men with disabilities are often expected to “prove” their masculinity by performing strength, independence, and toughness. The players in Murderball do this by being aggressive and fearless, but this also leaves little room for vulnerability or different ways of being male. It doesn’t challenge the idea of what masculinity can be instead, it reinforces it through a narrow, able-bodied lens. That’s why Murderball, while powerful, also falls into the trap of the supercrip story.
|
