Reflexivity and Change in Adaptive Physical Activity

Donna Goodwin is Professor Emerita in the Faculty of Kinesiology, Sport, and Recreation at the University of Alberta, Canada. Her research focuses on bringing to light the literal and metaphorical lives of disabled people as they negotiate the social and cultural impediments to engagement in physical activity and community life. She grounds her teaching philosophy in the need for crucial self-reflexion on taken-for granted pedagogical practices in teacher education and professional service delivery. Maureen Connolly is Professor of Physical Education and Kinesiology in the Faculty of Applied Health Sciences at Brock University, Canada. Maureen works with qualitative arts-based inquiry, narrative, poetic, and bodily expressive modalities and how these function across scholarly, pedagogic, and other creative outlets. She is a YWCA Woman of Distinction, a university teaching award winner and 3M National Teaching Fellow (2003), and a 2009 Erasmus Mundus scholar. Her teaching and research interests include curriculum, stressed embodiment, dance, and movement education.

Ableism Hiding in Plain Sight: An Introduction in Four Acts

MAUREEN CONNOLLY

PART I

Making the Comfortable Uncomfortable

1 Disrupting Ableism in Adaptive Physical Activity through Anti-ableist Research and Practice

KAREN P. DEPAUW

2 10 Things I Hate about ‘Inclusion’ in Physical Education

JUSTIN A. HAEGELE AND WESLEY J. WILSON

3 Disablism, Ableism, and Enlightened Ableism in Contemporary Adapted Physical Activity Textbooks: Practising What We Preach?

DANIELLE PEERS, LINDSAY EALES, AND DONNA GOODWIN

4 The Ethics of Wilful Ignorance: “Someone Needs to Tell Those Parents There Is Something Wrong with Their Kid”

DONNA GOODWIN

PART II

Ableism in Adaptive Physical Activity: The Taken-for-Granted

5 Adaptive Physical Activity Practices That Can Perpetuate or Perpetrate Trauma and Mental Distress: More Harm Than Good?

LINDSAY EALES

6 Counterstories of Community Service Learning: “We Are Not an Eight-Hour Dumping Ground”

KYOUNG JUNE YI

7 Emulating Disability: Disrupting a Taken-for-granted Practice

JENNIFER LEO

PART III

Social Justice and Critical Pedagogy

8 Critical Self-Reflexivity in the Education of Adaptive Physical Activity Practitioners: Disputing the Severely Able-bodied Student

ØYVIND FØRLAND STANDAL

9 Towards a Critical Discourse of Physical Literacy in Adapted Physical Activity

KYLE PUSHKARENKO

10 Intersectionality, Disability, Justice, and Critical Pedagogy

SAMUEL R. HODGE, ROSS D. JORDAN, AND KIMBERLY J. SMITH

11 Engaging in Reflexive Writing in Adaptive Physical Activity

BRENDA ROSSOW KIMBALL

PART IV

Organizational Spaces that Exclude

12 Ableism within Adapted/Physical Education Teacher Education: Implications for Practice

MICHELLE GRENIER AND MARTIN GIESE

13 Divergent Professionalism in Inclusive Physical Education:

Neglecting Collaboration in Preparation, Professional Development, and Practice

HAYLEY J. MORRISON

14 Dis/ability Sport for “All”: The Ultimate Dream

CARLA FILOMENA SILVA AND P. DAVID HOWE

PART V

Reflexivity: A Moral Imperative for Change and Optimism

15 Reflections on Sport, Disability, and the Need for Adaptive Physical Activity to Evolve: Growing Up

HEATHER R. KUTTAI

16 Critical Service-Learning and Reflection on Power and Assumptive Thinking

JIHOUN AN

17 Inspiration Porn and Disability Sport

JEFFREY J. MARTIN

18 How Critical Engagement with Embodiment, Agency, and Hope Contributes to Authentic Pedagogy in Adaptive Physical Activity

MAUREEN CONNOLLY

Conclusion: An Emerging Era for Adaptive Physical Activity

DONNA GOODWIN