Gen S420 S2020 Assignment 5 Alternated Disability Culture Pl

Gen S420 S2020assignment 5alternatedisability Culture Plungefilm Ana

Assignment #5: ALTERNATE DISABILITY CULTURE PLUNGE Film Analysis: Murderball. Overview: A culture plunge involves exposure to a culture different from our own—in this case, the culture of disability. You will view the film Murderball to experience wheelchair rugby culture. Reflect on how classroom concepts apply to the individuals in the film and their diverse perspectives by responding to specific prompts.

Paper For Above instruction

Introduction

The film Murderball, a documentary about wheelchair rugby, offers a compelling insight into the culture of individuals with disabilities, particularly those with spinal cord injuries. It demonstrates the resilience, camaraderie, and identity of people who have acquired disabilities rather than those born with them. This analysis explores various aspects of disability representation, assumptions, social and medical models, and the implications for disability rights and perspectives.

A) Disability Origins and Perspectives

The film predominantly features individuals who have acquired disabilities through traumatic injuries, such as spinal cord damage, rather than those born with disabilities. This distinction significantly impacts their perspectives, as many view their disabilities as an integral part of their identities, shaped by their experiences and achievements in wheelchair rugby. The acquired nature of their disabilities fosters a sense of agency and empowerment, challenging societal views of disability as inherently limiting or tragic. Instead, the film showcases how these individuals redefine their identity through athleticism, camaraderie, and resilience, emphasizing ability over disability.

B) Personal Preconceptions and Their Challenge

Before watching Murderball, I held stereotypes that individuals with disabilities had limited access to leadership or competitive opportunities and that their disabilities defined their limitations. The film challenged this view by illustrating the high level of skill, competitiveness, and strategic thinking among wheelchair rugby players. It shifted my perception from viewing disability through a purely medical lens to recognizing the social aspects, including community, empowerment, and cultural identity. The athletes' attitudes and achievements demonstrated that disability does not negate capacity or zest for life.

C) Social and Medical Models of Disability

The film reflects elements of both the social and medical models of disability. The medical model views disability as an individual impairment needing correction, which is evident in the focus on physical strength, injuries, and therapy. Conversely, the social model is depicted through the emphasis on accessibility, inclusion, and the challenge of societal barriers. The athletes’ advocacy and camaraderie illustrate how societal attitudes and environmental barriers, rather than impairments alone, shape disability experiences. The film advocates for understanding disability as a social construct influenced by societal structures that can be changed to foster inclusion.

D) Applicable Concepts from the Course

Two relevant concepts are access and disability rights. The athletes' need for accessible sports facilities and equipment exemplifies how access directly affects participation and inclusion. Additionally, the film highlights the importance of disability rights in advocating for equitable opportunities and challenging stereotypes—aligning with the course emphasis on empowering individuals and promoting social justice.

E) Content and Perspectives with Potential Contradictions

While the film celebrates disabled athletes, it occasionally portrays wheelchair rugby as an extreme or 'superhuman' pursuit, which might be perceived as inspiration porn—reducing individuals to their disabilities for inspiration. This can conflict with Disability Studies principles that emphasize agency and reject objectification. However, the film also supports disability empowerment by showcasing competence, resilience, and advocacy, aligning with Disability Studies perspectives that challenge stereotypes and promote dignity.

F) Dignity and Ableism in the Film

Examples of dignity include athletes’ pride in their skills and independence, challenging stereotypes that frame disability as weakness. Conversely, comments reflecting ableist attitudes include assumptions that disabled individuals are "inspirational" merely for participating in sports, which can inadvertently objectify or diminish their agency. Some athletes acknowledge societal barriers and express frustration at limited accommodations, highlighting ongoing ableism but also their fight against it.

G) Film Review and Evaluation

Murderball compellingly exemplifies Disability Studies values by portraying wheelchair rugby as a site of empowerment, community, and resistance against societal barriers. It emphasizes the social model by illustrating how environmental and attitudinal barriers hinder participation, and it fosters an appreciation for accessibility and disability rights. The athletes’ narratives highlight agency, resilience, and the importance of social inclusion. I would highly recommend this film to audiences interested in disability advocacy, sports, and social justice, as it challenges stereotypes and promotes a nuanced understanding of disability beyond medical perspectives.

H) Personal and Future Impact

This course has profoundly influenced my understanding of disability as a social and cultural experience. I now recognize the importance of accessibility, inclusion, and respect for individual agency. Moving forward, I intend to advocate for equitable access and challenge ableist attitudes in my community, promoting awareness and support for disability rights. I also see the potential for meaningful contributions by people with disabilities in various fields, enriching society with diverse perspectives. Conversely, I appreciate the resilience and contributions of individuals with disabilities, and I aim to foster environments where their voices are valued and empowered.

References

• Charlton, J. I. (1998). Nothing about us without us: Disability activists talk back. University of California Press.
• Finkelstein, V. (2007). Disability, Society, and the Social Model. Journal of Disability Policy Studies, 17(1), 2-10.
• Linton, S. (1998). Claiming disability: Knowledge and policy. New York University Press.
• Oliver, M. (1996). Understanding disability: From theory to practice. Macmillan International Higher Education.
• Shakespeare, T. (2006). Disability rights and wrongs. Routledge.
• Watson, N. (2010). Disability, health and human rights. Routledge.
• kafer, K. (2011). Disability and the media. Routledge.
• Siebers, T. (2008). Disability theory. University of Michigan Press.
• Ferguson, D. (2007). Inclusive practice in education. Sage Publications.
• Silvers, A. (2010). The ethics of disability: A commentary on the social and medical models. Journal of Medical Ethics, 36(3), 137-141.