Ableism in Kinesiology in Higher Education: A Conversation Starter

in Kinesiology Review

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Fabián Arroyo-Rojas The Ohio State University, Columbus, OH, USA

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A. Chloe Simpson West Virginia University, Morgantown, WV, USA

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Paige Laxton University of Delaware, Newark, DE, USA

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Marie Leake University of Virginia, Charlottesville, VA, USA

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Jamie Linker Texas Woman’s University, Denton, TX, USA

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Justin A. Haegele Old Dominion University, Norfolk, VA, USA

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DOI:
https://doi.org/10.1123/kr.2022-0014
Keywords:
disability; adapted physical activity; power relations
First Published Online:
07 Dec 2022
In Print:
Volume 12: Issue 2
Page Range:
120–126
Restricted access

In this expository paper, we reflect upon our understanding of how disabled people are discussed and treated in kinesiology and adapted physical activity in higher education and explore potential areas of unintentional harm that may be present in our everyday practice. There are three particular aspects of kinesiology in higher education that we discuss: access, language, and assessment. We discuss the challenges of access of disabled people in positions in higher education, language in higher education which serves as centers for knowledge creation, and the problematic nature of assessments based on societal norms, and for us, it is important to shine a spotlight on the many systemic limitations and barriers that disabled persons experience, in hope to amplify the importance of these issues.

Arroyo-Rojas (arroyo.64@osu.edu) is corresponding author.

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