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 CONNOLLYPART IMaking the Comfortable Uncomfortable 1 Disrupting Ableism in Adaptive Physical Activity through Anti-ableist Research and PracticeKAREN P. DEPAUW2 10 Things I Hate about ‘Inclusion’ in Physical Education JUSTIN A. HAEGELE AND WESLEY J. WILSON3 Disablism, Ableism, and Enlightened Ableism in Contemporary Adapted Physical Activity Textbooks: Practising What We Preach? DANIELLE PEERS, LINDSAY EALES, AND DONNA GOODWIN4 The Ethics of Wilful Ignorance: “Someone Needs to Tell Those Parents There Is Something Wrong with Their Kid” DONNA GOODWINPART IIAbleism 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 EALES6 Counterstories of Community Service Learning: “We Are Not an Eight-Hour Dumping Ground” KYOUNG JUNE YI7 Emulating Disability: Disrupting a Taken-for-granted Practice JENNIFER LEOPART IIISocial Justice and Critical Pedagogy 8 Critical Self-Reflexivity in the Education of Adaptive Physical Activity Practitioners: Disputing the Severely Able-bodied Student ØYVIND FØRLAND STANDAL9 Towards a Critical Discourse of Physical Literacy in Adapted Physical Activity KYLE PUSHKARENKO10 Intersectionality, Disability, Justice, and Critical Pedagogy SAMUEL R. HODGE, ROSS D. JORDAN, AND KIMBERLY J. SMITH11 Engaging in Reflexive Writing in Adaptive Physical Activity BRENDA ROSSOW KIMBALLPART IVOrganizational Spaces that Exclude 12 Ableism within Adapted/Physical Education Teacher Education: Implications for Practice MICHELLE GRENIER AND MARTIN GIESE13 Divergent Professionalism in Inclusive Physical Education:Neglecting Collaboration in Preparation, Professional Development, and Practice HAYLEY J. MORRISON14 Dis/ability Sport for “All”: The Ultimate Dream CARLA FILOMENA SILVA AND P. DAVID HOWEPART VReflexivity: 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. KUTTAI16 Critical Service-Learning and Reflection on Power and Assumptive Thinking JIHOUN AN17 Inspiration Porn and Disability Sport JEFFREY J. MARTIN18 How Critical Engagement with Embodiment, Agency, and Hope Contributes to Authentic Pedagogy in Adaptive Physical Activity MAUREEN CONNOLLYConclusion: An Emerging Era for Adaptive Physical Activity DONNA GOODWIN