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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.
| The quote means that people often use someone’s ability or lack of ability to treat them unfairly, and this is connected to other forms of discrimination. For example, people might assume that women are not strong enough for certain jobs, which is both ableism and sexism. Or they may think older people can’t keep up with new technology, which is ageism mixed with ableism. Sometimes, people of certain races are wrongly seen as less intelligent or less capable, which combines racism and ableism. These unfair ideas create barriers and make life harder for many people. They are judged not for who they are, but for what others think they can or cannot do. This leads to exclusion in jobs, schools, and sports. It’s not just about physical or mental ability, it’s also about how society values certain types of ability over others. Everyone has different strengths, and we need to respect that.
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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 a bit surprised by how quickly the test picked up on small patterns in my choices that I didn’t even notice myself. It made me realize that we can have hidden biases even if we believe in fairness and equality. These kinds of tests are useful because they help us become more aware of thoughts and habits we don’t always see. They can be a starting point for personal growth and change. Even if the results aren’t perfect, they open the door to important conversations about how we treat others.
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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.
| Inclusion-Inclusion is important to me because it means everyone feels welcome and valued, no matter their background or abilities. It’s not just about being present, but about truly belonging. In schools, sports, and communities, inclusion helps people grow, feel safe, and build strong, respectful relationships with others
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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 say that one big barrier to inclusion is the belief that disabled people can’t join in sports because of their disability. This way of thinking leads to keeping them out or giving them separate activities. They also talk about how sports are sometimes only seen as “therapy” for disabled people, not something fun or competitive. This makes it feel like the goal is to fix the person instead of include them. These ideas can stop disabled people from feeling like they truly belong in sports. Real inclusion means changing how we think and removing these unfair limits.
C) Inclusion, Integration, Separation
Exercise 6: Complete the Activities
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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?
| Q- Should sport competitions be integrated?
Ans-I think sport competitions should be integrated because it helps everyone feel included and equal. When disabled and non-disabled athletes compete together, it can break unfair ideas about ability. It shows that everyone has talent, just in different ways. But for it to work well, the rules and spaces need to be fair for all players. We can’t just put people together without support or understanding. Integration should mean real inclusion, not just being in the same place. Athletes should be respected for their skills, no matter their body or ability. This way, sports will become more open and accepting for everyone.
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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
| I believe d) Murderball does both of these things. The film shows how the athletes resist the idea that disabled men are weak or less masculine. They are strong, aggressive, and competitive, which helps fight the stereotype that disabled people can’t be tough. At the same time, the film also shows a very traditional kind of masculinity, focused on power, toughness, and not showing emotion. This can reinforce ableist ideas that only people who act in this way are “real men.” So, while Murderball challenges some views, it also supports others that might leave out different kinds of 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. This term refers to stories that portray disabled people as heroes for doing everyday things or achieving success despite their disabilities. While these stories may seem inspiring, they can actually be harmful. They suggest that disabled people need to do something extraordinary to be valued, which puts unfair pressure on them. It also shifts focus away from the real issues they face, like lack of access or support. An example of the supercrip narrative can be seen in the media coverage of Ugo Didier during the 2024 Paris Paralympics. Didier, a French swimmer born with multiple disabilities affecting his legs, won a gold medal in the 400-meter freestyle. Media reports highlighted his physical challenges and framed his achievements as overcoming adversity. While his accomplishments are impressive, focusing solely on his disability and portraying him as a hero for succeeding it reinforces the supercrip stereotype. It suggests that his value comes from surpassing expectations tied to his disability, rather than recognizing his hard work and talent as an athlete. This kind of portrayal can be problematic because it sets unrealistic standards for other disabled individuals and overlooks the need for systemic changes to support them. Instead of emphasizing personal triumph over disability, media narratives should focus on the athletes’ skills, dedication, and the barriers they face in society. By doing so, we can celebrate their achievements without reinforcing harmful stereotypes.
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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)
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The film Murderball both challenges and reinforces the “supercrip” narrative. On one hand, it showcases athletes with disabilities engaging in intense, competitive sports, highlighting their strength and determination. This portrayal can inspire viewers and challenge stereotypes about disability. However, it also risks reinforcing the idea that disabled individuals must achieve extraordinary feats to be valued, which is a core aspect of the supercrip narrative. Gender plays a significant role in this narrative. The film predominantly features male athletes, emphasizing traits like aggression, toughness, and competitiveness, qualities traditionally associated with masculinity. This focus can perpetuate the notion that to be respected, disabled men must conform to these masculine ideals. It also sidelines other expressions of gender and disability, potentially marginalizing those who don’t fit this mold. In summary, while Murderball offers a powerful depiction of disabled athletes, it also underscores the importance of diverse representations that move beyond traditional narratives and gender norms.
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