Overview: Culture Plunge Defined As Exposure To A Culture

Overviewa Culture Plunge Can Be Defined As Exposure To A Culture That

Overviewa Culture Plunge Can Be Defined As Exposure To A Culture That

Overview: A culture plunge can be defined as exposure to a culture that is different from our own and, in this class specifically, the culture of disability. For this modified disability culture plunge, you will experience the culture of wheelchair rugby through the film, Murderball (is the link of film which you need to watch). The expectation is for you to take the ideas we have presented in class and lecture recordings and, at the end of the semester, reflect on how those concepts apply to the people in this film and their diverse perspectives, by responding to the prompts/questions below.

Required Format — Microsoft Word format ONLY — 3 pages of question/answer text — Responses must be in essay/paragraph format underneath respective points/questions — 1” margins — 12-point font — Double-spaced.

Required Reflection Content: Answer each question/prompt in 1-2 paragraphs while applying content that was covered in the course. Indicate A, B, C, D, E, F, G, and H for each response. Include the question/prompt and the answer to each question/prompt.

Paper For Above instruction

A. Does the film feature people who were born with disabilities? Or people who have acquired disabilities? And what impact might that have in the perspectives of the people featured in the film?

The film "Murderball" features both individuals who were born with disabilities and those who acquired them through injury, accident, or illness. For instance, several athletes were paralyzed due to traumatic injuries sustained later in life, while others have had congenital conditions since birth. This diversity in experiences impacts the perspectives of the individuals, as those with acquired disabilities often emphasize resilience, adaptation, and overcoming injury, whereas those born with disabilities may focus on identity and acceptance from an early stage. Recognizing this distinction allows viewers to appreciate the varied lived experiences within the disability community and highlights that disability is a complex intersection of biology, identity, and personal history.

B. What were the initial assumptions, biases, and/or stigmas you had before watching this film? How did this film challenge or change your thinking?

Before watching "Murderball," I held the assumption that individuals with disabilities, especially those competing in physically demanding sports like wheelchair rugby, might be limited in their physical capabilities and primarily focused on their disabilities as obstacles. I also associated disability with dependency and a lack of independence. The film challenged these biases by illustrating how these athletes channel their disabilities into strength, skill, and competitive spirit. It changed my perspective to see disability not merely as a limitation but as a different form of embodiment and resilience, emphasizing agency, empowerment, and transforming societal perceptions of capability.

C. Explain how the content and perspectives in this film relate to the social model and medical model of disability.

The film "Murderball" presents perspectives aligned with both the social and medical models of disability. The medical model views disability as an individual impairment needing correction or cure, which is evident in moments emphasizing medical treatments and rehabilitation efforts. Conversely, the social model is reflected in how the athletes create community, challenge stereotypes, and emphasize accessibility, inclusion, and societal attitudes toward disability. The athletes' empowerment and resistance to societal barriers exemplify the social model, which argues that disability is constructed through social environments rather than solely biological impairments.

D. Name at least 2 of the following concepts learned in this course that are applicable to Murderball, and explain how they apply.

• Access: The athletes rely on accessible sports facilities, specialized equipment, and transportation adaptations, demonstrating how physical and environmental access facilitates participation.
• Inclusion: The sport itself epitomizes inclusivity, providing a space where individuals with disabilities compete equally, challenging societal segregations and promoting visibility.

These concepts highlight the importance of physical, social, and environmental access in ensuring meaningful participation and the value of inclusive practices in disability culture.

E. In the film, what might be perceived as inconsistent with the Disability Studies content taught in class and/or perceived as problematic by the disability community in general? How might the film support Disability Studies perspectives taught in Gen S420?

Some viewers might perceive "Murderball" as emphasizing spectacle and competition, potentially bordering on inspiration porn by portraying athletes as superhumans to evoke admiration rather than emphasizing systemic barriers or social contexts. Additionally, the focus on high-performance sports might overshadow issues of accessibility, discrimination, and intersectionality. However, the film supports Disability Studies perspectives by challenging stereotypes of incapability, showcasing disabled athletes as capable, competitive, and autonomous, thus promoting a social model of disability and emphasizing community and cultural identity within the disability community.

F. Explore dignity and ableism perpetuated within the film. Give examples of comments made by the subjects of the film that either perpetuate dignity, or that are indications of ableist attitudes (even if the commentator experiences disability).

Throughout "Murderball," many athletes demonstrate dignity through their confidence, camaraderie, and pride in their abilities. For example, some athletes articulate their identity beyond disability, emphasizing skill and toughness. Conversely, some comments by viewers or commentators—perhaps reflecting societal stereotypes—may unintentionally perpetuate ableist attitudes by emphasizing physical limitations or suggesting pity. An example of ableism might include framing disability as a tragedy or implying that such athletes are "inspirational" solely because of their disabilities, which can diminish their agency and reduce their identities to their impairments rather than recognizing their whole personhood.

G. Given all that you have learned in this course, write a brief film summary, as if you were reviewing Murderball for a Disability Studies journal or magazine. How would you rate it in terms of alignment with Disability Studies values (social model, ableism, access, etc.). Would you recommend it or not? Why or why not? For what audience(s)?

"Murderball" is a compelling documentary that offers an insightful portrayal of wheelchair rugby athletes, emphasizing resilience, skill, and community. It aligns well with Disability Studies values by challenging stereotypes of incapacity, showcasing agency, and promoting an inclusive perspective. The film illustrates how societal barriers are often the root cause of disability rather than biological impairment alone, thus supporting the social model of disability. While some aspects may veer towards inspiration porn, its overall approach respects the agency and complexity of disabled individuals. I highly recommend this film to students, academics, and general audiences interested in understanding disability beyond medical deficits. It is an empowering and educational resource fostering critical engagement with disability culture and issues.

H. What impact has this course had in your life, if any? Given what you have learned in Gen S420 in general, how might you see yourself including, and contributing to the lives of people with disabilities now and in the future? And how might you foresee people with disabilities contributing to your life now and in the future?

This course has significantly reshaped my understanding of disability, emphasizing societal, cultural, and relational dimensions rather than just biological impairments. It has fostered a more inclusive mindset, encouraging me to advocate for accessibility and challenge stereotypes. In future interactions, I aim to support inclusive practices—whether through community engagement, workplace accommodations, or advocacy. Likewise, I value the diverse perspectives and resilience within the disability community and see myself learning from and collaborating with individuals with disabilities. Their contributions of lived experience, innovation, and cultural richness will continue to influence my approach to social justice, empathy, and community building in both personal and professional spheres.

References

• Charlton, J. I. (1998). Nothing about us without us: Disability activism and federal policy. University of California Press.
• Oliver, M. (1996). Understanding disability: From theory to practice. Macmillan.
• Shakespeare, T. (2006). Disability rights and wrongs. Routledge.
• Bickenbach, J. E. (2012). Disability and the social model. In R. J. Daniels, M. M. Wisker (Eds.), Disability, human rights, and social justice (pp. 45–60). Palgrave Macmillan.
• Thompson, S. (2019). The social and medical models of disability: The significance of activism. Disability & Society, 34(7-8), 1145–1158.
• Shapiro, J. (1993). No Pity: People with disabilities forging a new civil rights movement. Times Books.
• Thomas, C. (2007). Implementing the social model of disability: Theory and practice. Disability & Society, 22(1), 1–17.
• Ware, M. (2018). Exploring disability and social perspectives through film. Disability Studies Quarterly, 38(2).
• Goodley, D. (2017). Dis/ability Studies: Theorising dis/ability. Routledge.
• Shakespeare, T. & Watson, N. (2017). The social model of disability: An outdated ideology? In M. Oliver (Ed.), Disability-related experiences I. Routledge.