1NC vs SP3
Cap
Their rejection of education as a space of productivity is actively hostile to an anti-capitalist orientation – ethics demand that we utilize spaces such as debate to generate an anti-capitalist pedagogy that can play a fundamental role in shaping the material relations of power. Instead of resigning ourselves to an experience of impotentiality, the negative can create counter-hegemonic enclaves to challenge neoliberal knowledge production – this provides a new vocabulary to discuss social and political problems, develop the requisite skills to deploy them and reverse the neoliberal orthodoxy. As an educator, this is your responsibility Giroux, 5 American scholar and cultural critic. One of the founding theorists of critical pedagogy, Henry, “Cultural Studies in Dark Times: Public Pedagogy and the Challenge of Neoliberalism,” http://www.uta.edu/huma/agger/fastcapitalism/1_2/giroux.html, In opposition to these positions, I want to reclaim a tradition in radical educational AND through new forms of pedagogical praxis, global protests, and collective resistance.
Our pedagogy has the ability to connect critical theory to practice- the academy has become the fodder of neoliberalism- we need to move past revelations and theorizing and it is your responsibility as an academic to provide a new vocabulary for engaging the social order Giroux, 5 American scholar and cultural critic. One of the founding theorists of critical pedagogy, Henry, “Cultural Studies in Dark Times: Public Pedagogy and the Challenge of Neoliberalism,” http://www.uta.edu/huma/agger/fastcapitalism/1_2/giroux.html, Increasingly, education appears useful only to those who hold political and economic power, AND trust, conviction, and courage that are vital to a substantive democracy.
The academy is a place where we can turn the governed into governors- these educational spaces have the ability to challenge the hegemonic knowledge production that sustains the status quo and bring about new forms of resistance Giroux, 5 American scholar and cultural critic. One of the founding theorists of critical pedagogy, Henry, “Cultural Studies in Dark Times: Public Pedagogy and the Challenge of Neoliberalism,” http://www.uta.edu/huma/agger/fastcapitalism/1_2/giroux.html, As neoliberal economics is accorded more respect than democratic politics, the citizen has been AND and power constitutes a new site of politics, pedagogy, and resistance.
Neither team’s method fixes the structural harm, but an accurate diagnosis of the problem is necessary to condense effective strategies of resistance McLaren ‘1 (Peter, Critical Studies @ Chapman U, urban schooling prof @ UCLA, “Rage and Hope: The Revolutionary Pedagogy of Peter McLaren – an Interview with Peter McLaren,” Currículo sem Fronteiras, v.1, n. 2, p. xlix-lix) McLaren: Mitja, I like the way that you framed that question. The AND is social science – and politics – the way it should be practiced.
Its try or die—Capitalism’s narcissistic drive makes democratization of the market impossible—humanity is at a crossroads—the timeframe is now Richard A. Smith 7, Research Associate at the Institute for Policy Research & Development, UK; PhD in History from UCLA, June 2007, “The Eco-suicidal Economics of Adam Smith,” Capitalism Nature Socialism, Vol. 18, No. 2, p. 22-43 So there you have it: insatiable growth and consumption is destroying the planet and AND a practical working socialist democracy, or we face ecological and social collapse.
Voting negative refuses the affirmative in favor of Historical Materialist Pedagogy. International inequality is sutured by the unequal circulation of capital. Without revolutionary theory, there can be no revolutionary moment. Only starting from the structural antagonisms produced by wage labor can lead to transformative politics. Ebert ‘9 [Teresa, Associate Professor of English, State University of New York at Albany, THE TASK OF CULTURAL CRITIQUE, pp. 92-95] Unlike these rewritings, which reaffirm in a somewhat new language the system of wage AND Instead, the pedagogy of critique is a worldly teaching of the worldly.
Framework
Interpretation: the affirmative should defend the desirability of a topical plan that affirms the United States federal government should substantially increase its funding and/or regulation of elementary and/or secondary education in the United States.
A. “United States Federal Government should” means the debate is solely about the outcome of a policy established by governmental means
Ericson, 3 (Jon M., Dean Emeritus of the College of Liberal Arts – California Polytechnic U., et al., The Debater’s Guide, Third Edition, p. 4)
The Proposition of Policy: Urging Future Action In policy propositions, each topic contains
AND
compelling reasons for an audience to perform the future action that you propose.
B. The word “Resolved” before the colon reflects a legislative forum Army Officer School ‘04(5-12, “# 12, Punctuation – The Colon and Semicolon”, http://usawocc.army.mil/IMI/wg12.htm) The colon introduces the following: a. A list, but only after " AND resolved:" Resolved: (colon) That this council petition the mayor.
Violation: The affirmative does not present a topical plan text.
Vote Negative -
1. Institutional knowledge – our framework prioritizes a method of democratic engagement and commitment to participatory change - the affirmative’s criteria for political change causes a fracturing of politics and trades off with genuine political change. Chandler 7 - Professor of International Relations at the University of Westminster [David, “The Attraction of Post-Territorial Politics: Ethics and Activism in the International Sphere,” The Inaugural Lecture of Professor David Chandler, 2 May 2007, http://www.davidchandler.org/wp-content/uploads/2014/10/Inaugural-lecture.pdf] However, politics is no less important to many of us today. Politics still AND peers and colleagues at the level of political or intellectual debate and organisation.
2. Deliberative dialogue - the resolution provides fair, limited balance of ground to both the aff and the neg – discarding the opportunity of focus provided by the resolution turns debate into a monologue which guts all benefits of the activity. Hanghoj 08 – PhD, assistant professor, School of Education, University of Aarhus, also affiliated with the Danish Research Centre on Education and Advanced Media Materials, located at the Institute of Literature, Media and Cultural Studies at the University of Southern Denmark [Thorkild, PLAYFUL KNOWLEDGE An Explorative Study of Educational Gaming, PhD Dissertation Institute of Literature, Media and Cultural Studies University of Southern Denmark 2008, http://static.sdu.dk/mediafiles/Files/Information_til/Studerende_ved_SDU/Din_uddannelse/phd_hum/afhandlinger/2009/ThorkilHanghoej.pdf] 3.3.1. Balancing teaching and gaming Debate games are often AND dialogue as an end in itself” (Wegerif, 2006: 61).
These impacts outweigh - effective deliberative training coupled with institutional knowledge is key to effective challenges to oppression—the content of debates is irrelevant, it’s about repeatedly practicing the form of switch-side skepticism Hahn, 16—Ph. D. in Communication from the University of Pittsburgh (Taylor, “TEACHING WHAT MATTERS: A RHETORICAL ANALYSIS OF ARGUMENTS ON LIBERAL ARTS EDUCATION AT THE UNIVERSITY OF TEXAS-AUSTIN,” http://d-scholarship.pitt.edu/30348/1/T.%20Hahn%20Dissertation%20-%20ETD%20submission.pdf) My analysis of the Solutions controversy has revealed one such opportunity: the potential for AND create political space within which alternative conceptions of politics can be developed.30
Advantage
People can and do assert agency in the face of state control – ignoring this disempowers the aff Casarino and Negri 04 -Cesare Casarino, professor of cultural studies and comparative literature at the University of Minnesota AND Antonio Negri, author of numerous volumes of philosophy and political theory. “It’s a Powerful Life: A Conversation on Contemporary Philosophy” Cultural Critique 57. AN: I believe Giorgio is writing a sequel to Homo Sacer, and I AND continuously try to subtract or neutralize our resistance. [End Page 174]
Their theory is hostile to agency and ignores distinctions within sovereignty. Andrew Robinson, January 21, 2011 “Giorgio Agamben: destroying sovereignty,” http://ceasefiremagazine.co.uk/in-theory-giorgio-agamben-destroying-sovereignty/)//a-berg Agamben’s approach to politics is thoroughgoing in its cleaning-out of statist ways of AND of exclusion into autonomy, through the rejection and immanent overcoming of sovereignty.
This makes their advocacy depoliticizing and ignorant of social reforms Huysmans 8 (Jef – Professor of Security Studies at the Open University, “The Jargon of Exception—On Schmitt, Agamben and the Absence of Political Society,” in International Political Sociology, Volume 2, Issue 2, June 2008, http://onlinelibrary.wiley.com/doi/10.1111/j.1749-5687.2008.00042.x/abstract) Deploying the jargon of exception and especially Agamben’s conception of the exception-being- AND as the central processes through which individualized bodily resistances gain their sociopolitical significance.
Method
The aff may be a pre-requisite but it is not a complete politics – their method of study cannot defend or sustain itself which guarantees backlash and re-appropriation. Ford 17 – (Derek R., Prof of Education at DePauw University, PhD Syracuse, “Studying like a communist: Affect, the Party, and the educational limits to capitalism,” Incorporating ACCESS, Volume 49, 2017 - Issue 5, Pages 452-461)//a-berg Studying is, like the crowd event, a beautiful moment of encounter, the AND foreclosed as the crowd is dispersed through redirection, exhaustion, or repression.
Agamben’s ontological rendering of political events is reductive – their analytical tunnel vision prevents nuanced understandings of power which can actualize resistance. Andrew Robinson, January 21, 2011 “Giorgio Agamben: destroying sovereignty,” http://ceasefiremagazine.co.uk/in-theory-giorgio-agamben-destroying-sovereignty/)//a-berg My main concern with Agamben’s theory arises from some degree of scepticism regarding the assumption AND the state-as-arbiter and the state-as-distributor)?
