FouCULT Yashvi/Ben Lacey

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Contents

***1AC***

Advantage

Funding for comprehensive sex education is low now—federal direction important because it sends a MESSAGE about priorities to all levels of the government.

Over the past two decades, the United States has spent approximately $2 billion on ineffective and stigmatizing programming for adolescents focused AND , and reinforce male sexual aggressiveness.92 The above information is further proof of the importance of preventing teen pregnancies. Abstinence-only programs not only do a disservice to girls by putting their unique health needs at risk (denying them information on STIs and pregnancy prevention), but also create greater risks to them than they create for boys. By denying girls information on contraception, abstinenceonly programs harm girls' physical and emotional health more so than boys'. Abstinence-only programs also disproportionately negatively impact girls and perpetuate outdated stereotypes. Therefore, opponents of abstinence-only programs should repeal them in favor of comprehensive sex education programs that teach both abstinence and contraception as important components.


    • ====Federal action is key to coordination—status quo implementation results in a patchwork of inconsistent practices. ====**
    • JAH 16 ~~[Journal of Adolescent Health Editorial. "The State of Sex Education in the United States." Journal of Adolescent Health 58 (2016) 595-597. SH.~~]**

At the federal level, the U.S. congress has continued to substantially fund AOUM, and in FY 2016, funding was increased to $85 million per year [3]. This budget was approved despite President Obama’s attempts to end the program after 10 years of opposition and concern from medical and public health professionals, sexuality educators, and the human rights community that AOUM withholds information about condoms and contraception, promotes religious ideologies and gender stereotypes, and stigmatizes adolescents with nonheteronormative sexual identities [7e9,11e13]. Other federal funding priorities have moved positively toward more medically accurate and evidence based programs, including teen pregnancy prevention programs [1,3,12]. AND , supportive environments, teacher training, and accountability, it is no wonder that state practices are so disparate [4].


And historically, US sex education has reinforced hegemonic forms of heteronormativity, racism, classism, and ableism. Both status quo versions of abstinence only and comprehensive sexual education entrench these paradigms by focusing on preventing sex and sexually transmitted diseases rather than investigating the complex social and political factors that influence sexuality.

While school-based sexuality education has been taught in the USA since 1913, there have always been problematic aspects. Hegemonic or dominant ideologies have shaped sexuality education in the schools making the educational experience inequitable and discriminatory. In this conceptual, theoretical paper, we identify the dominant teachings and practices that have guided sexuality education for about a century. We use a critical pedagogy (connecting learning and reflection on power, authority, and privilege to constructive action) and an anti-oppressive educational theoretical framework (education that works against various forms of oppression) as anchors to trouble and interrogate what has become the status quo of sexuality education. Due to longstanding curricular thinking and practices, this status quo has ended up being mostly heteronormative, sex negative, ableist, and discriminatory, and in consequence deleterious. We examine some of the so-called progressive sexuality education models (e.g. Sexuality Information and Education Council of the United States (SIECUS), a national organization dedicated to comprehensive sexuality education efforts). We show how, despite some progress, more needs to be done to address issues of inequity and discrimination that are reinforced in the majority of school-based sexuality education efforts. We will also argue that the ways in which school-based sexuality education has been delivered have been inadequate and in some cases even degrading to the sexual and general health and well-being of school-aged youth. Drawing on the theory of intersectionality (looking specifically at the interconnectedness of race, class, sexuality, gender, ability and nation) and the ecological model of health (which originated in the late 1980s and addresses public health issues on individual, interpersonal, community, institutional, and policy levels) (see McLeroy et al., 1988), we propose a school-based sexuality education that addresses the multidimensional approach to AND of the heterosexual norm. There is progress being made, but it is far from being completely health promoting of all LGBTQ groups. Another segment of the youth population that remains relatively invisible is youth with mental or physical disabilities. This is a difficult and complex group to address because of the varying types and degrees of disability (Esmail et al., 2010). The heteronormative undertone of sexuality education assumes that sex only occurs with genital penetration. This can leave out youth who are paralyzed or have limited mobility in assuming that those are the only body parts that can experience arousal or constitute sexual activity (Esmail et al., 2010). This can have detrimental effects on a young person’s self-esteem and negatively impact the view of self as a healthy sexual being capable of intimacy (Tepper, 2005). The omission that these programs make in assuming that sexual activity is limited to genital penetration excludes all groups that do not participate in those acts but could still consider themselves as sexually active (Esmail et al., 2010). Curricula taught to youth with mental disabilities teach that intimacy ranges from holding hands to sexual intercourse, which allows young people to develop their own sexual identity based on what behaviors they view as sexuality or intimacy (for an example of a sexuality education curriculum focussed on sexuality and disability, see Löfgren-Mårtenson, 2012). Youth with either physical or mental disabilities are less likely to receive information about sexuality or sex from parents or able-bodied friends because many youth with disabilities are viewed as childlike and innocent, making others uncomfortable providing this information or unaware that it is needed. Many times disabled youth are desexualized by friends, family, and larger society and are therefore deprived of any sexual identity (Tepper, 2005). Around 50 per cent of youth with disabilities have not received sexuality education, and this group of youth then must rely on outside sources such as schools or healthcare providers for information (Esmail et al., 2010). There is very little information on sexuality education for youth with disabilities, and the limited resources available do not disaggregate this group enough to be helpful (Tepper, 2005).


Status quo evidence-based sexual education policy re-entrenches a heteronormative view of gender and sexuality that has multiple impacts from a decrease in sexual health to exclusion, violence, domestic abuse and lack of sexual agency.

    • Schalet, Santelli, and Russell et al. 2014 **~~[Schalet, A.T., Santelli, J.S., Russell, S.T. et al. "Invited Commentary: Broadening the Evidence for Adolescent Sexual and Reproductive Health and Education in the United States." J Youth Adolescence (2014) 43: 1595. doi:10.1007/s10964-014-0178-8. SPS.~~]

We have argued that Evidence Based Interventions often do not reflect factors that the broad scientific literature identifies as key to health behaviors and risks, and do not approach individual behavior in the broad context of adolescents’ lives. As such, there is a disconnect between research and theoretical advances on one hand, and sexual health education programs and policies on the other (Romero et al. 2011). For instance, social and behavioral science research documents the significance of the sexual orientation of young people, the gender beliefs and inequities that shape their sexual agency and relationships, and the economic and racial inequalities that constrain their options, as crucial to a holistic understanding of adolescent sexual health. But many EBIs do not fully address or even acknowledge the psychosocial and structural factors that shape the ways in which adolescents conduct their sexual lives. Thus, while consensus has emerged across disciplines that gender, racism, stigmatization of LBGTQ youth, AND reinforcing those beliefs through the taken-for-granted assumptions teachers and students bring into the classroom (Fields 2008; Garcia 2009, 2012; Froyum 2010). Yet, of the 35 designated (Tier 1) “evidence-based” programs, only a handful (all of which target youth of color) even mention gender in their program description, suggesting incorrectly that only minority groups contend with harmful gender beliefs (Office of Adolescent Health 2014a).5 The research record shows the advisability of ensuring that all sexual health programs are free from harmful gender beliefs—which may be explicit or implicit in the curricula—and include tools to help students address and challenge these beliefs.


    • ====Sexuality is structured by a political culture of negativity that enforces punitive and restrictive frameworks—producing alternatives is necessary to politicize sexuality. ====**
    • Rubin 1984 ~~[Gayle S. Associate Professor of Anthropology and Women's Studies at the University of Michigan. "Thinking Sex: Notes for a Radical Theory of the Politics of Sexuality." Pleasure and Danger. Ed. Carole Vance. **http://sites.middlebury.edu/sexandsociety/files/2015/01/Rubin-Thinking-Sex.pdf**. SH~~]**

It is impossible to think with any clarity about the politics of race or gender as long as these are thought of as biological entities rather than as social constructs. Similarly, sexuality is impervious to political analysis as long as it is primarily conceived as a biological phenomenon or an aspect of individual psychology. Sexuality is as much a human product as are diets, methods of transportation, systems of etiquette, forms of labour, types of entertainment, processes of production, and modes of oppression. Once sex is understood in terms of social analysis and historical understanding, a more realistic politics of sex becomes possible. One may then think of sexual politics in terms of such phenomena as populations, neighbourhoods, settlement patterns, migration, urban conflict, epidemiology, and police technology. These are more fruitful categories of thought than the more traditional ones of sin, disease, neurosis, pathology, decadence, pollution, or the decline and fall of empires. By detailing the relationships between stigmatized erotic populations and the social forces which regulate them, work such as that of Allan Bérubé, John D’Emilio, Jeffrey Weeks, and Judith Walkowitz contains implicit categories of political analysis and criticism. Nevertheless, the constructivist perspective has displayed some political weaknesses. This has been most evident in misconstructions of Foucault’s position. Because of his emphasis on the ways that sexuality is produced, Foucault has been vulnerable to interpretations that deny or minimize the reality of sexual repression in the more political sense. Foucault makes it abundantly clear that he is not denying the existence of sexual repression so much as inscribing it within a large dynamic (Foucault, 1978, p. 11). Sexuality in western societies has been structured within an extremely punitive social framework, AND ways as do ideological systems of racism, ethnocentrism, and religious chauvinism. They rationalize the well-being of the sexually privileged and the adversity of the sexual rabble. Figure 9.1 diagrams a general version of the sexual value system. According to this system, sexuality that is ‘good’, ‘normal’, and ‘natural’ should ideally be heterosexual, marital, monogamous, reproductive, and non-commercial. It should be coupled, relational, within the same generation, and occur at home. It should not involve pornography, fetish objects, sex toys of any sort, or roles other than male and female. Any sex that violates these rules is ‘bad’, ‘abnormal’, or ‘unnatural’. Bad sex may be homosexual, unmarried, promiscuous, non-procreative, or commercial. It may be masturbatory or take place at orgies, may be casual, may cross generational lines, and may take place in ‘public’, or at least in the bushes or the baths. It may involve the use of pornography, fetish objects, sex toys, or unusual roles (see Figure 9.1). Figure 9.2 diagrams another aspect of the sexual hierarchy: the need to draw and maintain an imaginary line between good and bad sex. Most of the discourses on sex, be they religious, psychiatric, popular, or political, delimit a very small portion of human sexual capacity as sanctifiable, safe, healthy, mature, legal, or politically correct. The ‘line’ distinguishes these from all other erotic behaviours, which are understood to be the work of the devil, dangerous, psychopathological, infantile, or politically reprehensible. Arguments are then conducted over ‘where to draw the line’, and to determine what other activities, if any, may be permitted to cross over into acceptability. All these models assume a domino theory of sexual peril. The line appears to stand between sexual order and chaos. It expresses the fear that if anything is permitted to cross this erotic DMZ, the barrier against scary sex will crumble and something unspeakable will skitter across. Most systems of sexual judgment – religious, psychological, feminist, or socialist – attempt to determine on which side of the line a particular act falls. Only sex acts on the good side of the line are accorded moral complexity. For instance, heterosexual encounters may be sublime or disgusting, free or forced, healing or destructive, romantic or mercenary. As long as it does not violate other rules, heterosexuality is acknowledged to exhibit the full range of human experience. In contrast, all sex acts on the bad side of the line are considered utterly repulsive and devoid of all emotional nuance. The further from the line a sex act is, the more it is depicted as a uniformly bad experience.


Plan

The United States federal government should fully fund sexual education in the United States and mandate that all federally funded programs for sexual education meet the criteria established by the Real Education for Healthy Youth Act.

Solvency

As Advocates for Youth explains, if passed, REHYA would be the first federal legislation to ever recognize young people’s right to sexual health information. It would allocate funding for education that includes a wide range of topics, including communication and decision-making skills; safe and healthy relationships; and preventing unintended pregnancy, HIV, other STIs, dating violence, sexual assault, bullying, and harassment. In addition, it would require all funded programs to be inclusive of lesbian, gay, bisexual, and transgender students and to meet the needs of young people who are sexually active as well as those who are not. The grants could also be used for adolescents and young adults in institutes of higher education. Finally, the bill recognizes the importance of teacher training and provides resources to prepare sex education AND help organizations develop materials for those programs, REHYA could have a broader reach than just the programs it would directly fund.


US federal sexual health policy should be scientifically based and inclusive of all marginalized students. SexEd policy that acknowledges the role that structural and contextual factors play is essential to break down the hegemonic ideologies surround sexuality in the status quo

    • Schalet, Santelli, and Russell et al. 2014 **~~[Schalet, A.T., Santelli, J.S., Russell, S.T. et al. "Invited Commentary: Broadening the Evidence for Adolescent Sexual and Reproductive Health and Education in the United States." J Youth Adolescence (2014) 43: 1595. doi:10.1007/s10964-014-0178-8. SPS.~~]

US federal sexual health policy has come a long way since the introduction of AOUM policies when federally funded programs were often medically inaccurate, were prohibited from teaching the health benefits of condoms and contraception, and were required to teach students that sex outside of heterosexual marriage would damage them. In providing our critique we acknowledge the strides that have been made in current federal policies and initiatives, and we also acknowledge that US sexual health education programs and policies exist in a cultural and political context that is not fully conducive to holistic approaches to adolescent sexual health education, or to the full range of contemporary science in this field. The current “evidence-based” policy, while a significant leap forward, is limited in a number of ways. The US federal policy continues to fund abstinence-only programs as part of its Teen Pregnancy Prevention Initiative as well as other funding streams. But more important, the definition of scientific evidence is limited to a narrow understanding of what constitutes the broad scientific evidence for adolescent sexual and reproductive health. The current policy does not require programs to be engaged with the breadth of AND in adolescent sexual and reproductive health through laws, regulations, and funding requirements. Structural inequalities that are critical barriers to adolescent sexual health promotion are at the heart of some of the most contested issues in American society: the sexual orientation of adolescents, concepts of gender, and economic and racial inequalities. When federally funded health interventions do not engage directly with these issues, and thus ignore the broader scientific consensus regarding adolescent sexual and reproductive health, they run the risk of reproducing these inequalities (Fine and McClelland 2006). By incorporating the full range of scientific evidence regarding adolescent sexual and reproductive health, federal, state, and local efforts will be best positioned to promote adolescent health and well-being.


Critical pedagogy and anti-oppressive education in the context of inclusive sexual education leads to a democratic form of engagement focused on lived experiences that is capable of challenging current dominant ideologies surrounding sex and sexuality.

Two useful theoretical and practical (not that these two features are neatly separable) interventions in education that can be leveraged as we re-envision sexuality education are critical pedagogy and anti-oppressive education. Ira Shor, a major figure in critical pedagogy, sums up the tenets of critical pedagogy rather well by stating it AND youth. The first and foremost consideration is to view sexual health broadly. A more holistic view of sexual health ought to be considered rather than simply disease prevention on the physical realm. Even going beyond the World Health Organization’s definition of sexual health, which encompasses physical, social, and emotional sexual well-being (World Health Organization, 2014), it is important to add intellectual and spiritual aspects of sexual health. The following are brief examples of aspects that might fall within some of the less well-trodden categories of sexual health: social sexual health − social connectedness with family, friends, and community related to one’s and others ‘sexuality; emotional sexual health − feeling fulfilled, safe, and secure about one’s sexuality; spiritual sexual health − feelings of contentment about various aspects of one’s sexuality and how they align with one’s spiritual and/or religious affiliations and practices; and intellectual sexual health − curiosity about one’s sexuality, learning about sexuality. The sexual health of the individual falls on a continuum and is dynamic depending upon circumstances. The aim of school-based sexuality education could be to increase students’ sexual health in all categories. However, unless both critical pedagogy and anti-oppressive education efforts are deployed in earnest, such efforts will be severely compromised and relatively ineffective given that the foundations of school-based sexuality education are so fundamentally flawed. Conclusion Section:Previous sectionNext section The history of school-based sexuality education and the analysis of current major sexuality education efforts in the USA reveal significant areas in need of improvement so that sexuality education will promote students’ sexual health (e.g. along physical, social, emotional, intellectual, and spiritual lines). For this to be successful, several structural issues need to be remedied. Perhaps the very first step is for school administrators, teachers, parents, and students to do an honest assessment of which categories of individuals (according to their sexuality) and forms of sexualities and genders get privileged and which get denigrated in the educational experience. Heteronormativity (and sex negativity) with all of its trappings regarding sexual and gender behaviors needs to be neutralized. Integrating LGBTQ, racial/ethnic, and disability studies into the sexuality education curriculum is of paramount importance. We suggest using critical pedagogy and anti-oppressive education concepts as a guide for major reform efforts. All this is not about “adding things on” to an already troubled curriculum, but truly integrating curricular materials, methods, activities, personnel, materials, and resources to offer the students the very best sexuality education possible in the interest of enhancing the quality of their sexual health.


Framing

    • ====Don't prioritize large scale spectacles of violence—everyday acts of dehumanization produce a will to violence that makes large scale conflicts possible====**
    • Kappeler 1995 ~~[Susanne. Former lecturer in English at the University of East Anglia and an Associate Professor at the School of Humanities and Social Sciences. The Will to Violence: The Politics of Personal Behavior. Polity Press. ISBN 0 7456 130555. Pg. at bottom~~]**

A decision to violate is not necessarily synonymous with a decision to be ‘bad’ or to commit an injustice. Rather, we have at our disposal structures of thought and argumentation which make such a AND violence, of racist attacks, of murder and destruction possible at all.


    • ====Sexuality is uniquely key to this culture of violence—sexual panics are deeply tied to the reproduction of structural violence and its ideological legitimation====**

Herdt** 09 [Gilbert. June 2009. Professor of Human Sexuality Studies and Anthropology and a Founder of the Department of Sexuality Studies and National Sexuality Resource Center at San Francisco State University. “Introduction: Moral Panics, Sexual Rights, and Cultural Anger.” Moral Panics, Sex Panics: Fear and the Fight over Sexual Rights. NYU Press. SH.]** Human societies across time and space often have experienced times of dread, anxiety, fear, panic, disgust, depression, and denial to such an extreme degree that social collapse seemed possible. Some of these events may simply be random, as when natural disasters result in ecological collapse, depopulation, and social decline,99 as Hurricane Katrina revealed. Linked to such histories are the politics of adaptation, survival, and colonization amid the usual fault lines of structural inequalities (such as racism, for example). While examining a variety of forms of social deviance, including sexuality, Stanley Cohen and others in this line of theory were not primarily concerned with structural violence as a determinant of panics, as we think of these today. Cohen’s (2002) retrospective reveals cases of sexualized panics, particularly sexual abuse, and these are not without interest. Hall and his colleagues (1978) did look at the effect of media panics’ impact on racism. Clearly, in the modern period, systematic forms of discrimination within and across societies have been pivotal in the AND that sexual panics were a means of inflicting structural regulation on categories of people. By examining what she called “sexual hierarchies” or ideologies, including those of medicine, on contemporary thought, her anthropological perspective raised critical questions about the role that normativity and cultural anger play in the management of sexual citizenships in societies: All these hierarchies of sexual value–religious, psychiatric, and popular— function in much the same way, as do ideological systems of racism, ethnocentrism, and religious chauvinism. They rationalized well being of the sexually privileged and the adversity of the sexual rabble. It is difficult to develop a pluralistic sexual ethics without a concept of benign sexual variation. Variation is the property of all life. . . . Yet sexuality is supposed to conform to a single standard. One of most tenacious ideas about sex is that there is one best way to do it, and that everyone should do it that way.10


1NC versus SP1

    • ===T===**


A) Interpretation: "Primary and secondary education" refers to schooling ranging from elementary to high school education

    • U.S. Department of Education 8** (International Affairs Office, U.S. Department of Education, Feb 2008. "Organization of U.S. Education: The School Level,")

PRIMARY AND SECONDARY SCHOOLS Primary schools are called elementary schools, intermediate (upper primary AND different interests and capabilities who follow different educational tracks within the same school.


B) "Education" is prescribed classroom instruction

Education (noun): The act or process of educating; the result of educating AND education for the bar or the pulpit; he has finished his education.


C) Violation: the plan funds teaching certification programs, which are postsecondary education —

    • Putnam 81** (John F. Putnam, National Center for Education Statistics. "Postsecondary Student Terminology: A Handbook of Terms and Definitions for Describing Students in Postsecondary Education," March 1981.)

A postsecondary education institution is defined as an academic, vocational, technical, home AND FICE Report,, vol. 1, no. 3 (June 1974).


D) Prefer our interpretation:

1) Limits – allowing affirmatives to fund or regulate postsecondary education drastically and unfairly expands the negative's research burden –

2) Ground – postsecondary education skirts the core controversy of federal vs. state regulation of schools – eliminates core generics specific to public education

K

Fully employment is just a pipe dream of late capitalism that remains solely as ideological mystification. Excess populations are relegated disposable creating contemporary forms of fascist violence like the expansion of global policing and immigrant detention centers

    • Srnicek and Williams 2015 (**Nick and Alex, lecturers @ City University of London, "Inventing the Future, Postcapitalism and a World Without Work", Verso, 2015**)**

If full employment remains operative only as an ideological mystification, its normalisation of work AND use to manage surplus populations, ranging from disciplined integration to violent exclusion.


The complexity of systems makes mapping things like the economy impossible-the aff masks the operation of power by directing it into concrete moments instead of the systemic nature, making a post capitalist world impossible.

    • Srnicek and Williams 2015 (**Nick and Alex, lecturers @ City University of London, "Inventing the Future, Postcapitalism and a World Without Work", Verso, 2015**)**

Increasingly, multipolar global politics, economic instability, and anthropogenic climate change outpace the AND attempt to condense the problems of global capitalism into concrete figures and moments.


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.


Case

Advantage 1

No Crisis

No unemployment crisis – production gains offset employment costs

    • Manyika et al 17** (James Manyika Director, McKinsey Global Institute; Senior Partner, McKinsey & Company San Francisco. "A FUTURE THAT WORKS: AUTOMATION, EMPLOYMENT, AND PRODUCTIVITY," January 2017.)

A recurring question about automation is its effect on employment. Many forecasters paint a AND higher-level capabilities, especially those that require social and emotional ones.


Alt Causes

Plan can't solve alternate causes of unemployment—specialization, labor market inflexibility, financial crises

Although the labor market report on Friday showed modest job growth, employment opportunities remain AND do with modern technology, and it will be with us for some time


No Collapse

And, productivity gains from automation offset employment effects—no economic collapse

    • Manyika et al 17** (James Manyika Director, McKinsey Global Institute; Senior Partner, McKinsey & Company San Francisco. "A FUTURE THAT WORKS: AUTOMATION, EMPLOYMENT, AND PRODUCTIVITY," January 2017.)

The world is in need of a new engine of GDP growth. Shifting demographics AND requiring all workers to cohabit extensively with technology and reshaping the corporate landscape.


No Solvency

No solvency-there's no way that the aff is enough to make enough jobs to fill in an entirely automated economic sector. At most they can make a few thousand.

Aff can't solve for adaptive workforce education—accelerating changes will require constant re-education and certification

The Economist 2016 ~~[ "Automation and Anxiety: Will Smarter Machines Cause Mass Unemployment," The Economist, Special Report on Artificial Intelligence, 6/25/16 ~| http://www.economist.com/news/special-report/21700758-will-smarter-machines-cause-mass-unemployment-automation-and-anxiety~~] Even outside the AI community, there is a broad consensus that technological progress, AND -operation between government, training providers and employers over certification would help.


No Impact to Econ

No Great power war-Mutually assured destruction means leaders know they both die in a war

Economic collapse doesn't cause war

Daniel **Drezner 14**, IR prof at Tufts, The System Worked: Global Economic Governance during the Great Recession, World Politics, Volume 66. Number 1, January 2014, pp. 123-164 The final significant outcome addresses a dog that hasn't barked: the effect of the AND surge in protectionist nationalism or ethnic exclusion that might have been expected."43


Advantage 2

Bio Terror Turn

Bioprinting lowers the threshold for a bioterror attack

Snow 2015 ~~[Jennifer J., , Chief of Air Force ISR Integration for Air Force Agency for Modeling and Simulation ~| "Entering the matrix: the challenge of regulating Radical Leveling Technologies" Masters thesis at the Naval Postgraduate School ~| http://calhoun.nps.edu/bitstream/handle/10945/47874/15Dec_Snow_Jennifer.pdf?sequence=1~~] RLT = Radical Leveling Technologies Three-dimensional bioprinting is the process by which a modified 3D printer uses cells AND . "For a few thousand dollars you can get the Ebola genome."


Peaceful global transition to multipolarity now—EU summit proves—it'll solve conflict

To call President Donald Trump's meeting last week with European Union officials a failure would AND whether that multi-polar world can exist peacefully remains to be seen.


Heg Unsustainable

Hegemony is terminally unsustainable – attempts at reanimating it make their impacts inevitable

On both sides of the Atlantic, Britain's vote to leave the European Union has AND it risks accelerated relative economic decline at home, and major conflict abroad.


Heg Offense

Multipolarity is coming now and is peaceful – net better for economic growth-turns your advantage 1

Charles Kenny. The Upside of Down. Why the Rise of the Rest is AND and a great contribution to the debate about the future of global order.


Hegemony fails and destabilizes regional powers – no impact to the transition – turns case – disregard their fearmongering

    • Posen** **14 – **Ford International Professor of Political Science at MIT and the director of MIT's Security Studies Program (Barry, "Restraint: A New Foundation for U.S. Grand Strategy," Cornell University Press, p. 60-62, June 24, 2014)

Partisans of Liberal Hegemony might accept some of the factual statements above but would argue AND about making the theory the basis for U.S. grand strategy.


Hegemony will cause extinction—economic crises, systemic warfare, and mass structural violence

The world is at a dangerous crossroads. The United States and its allies have AND , the legitimacy of money laundering and the protection of the drug trade.


Advantage 3

No Talent Shortage

Squo solves demand—internal training and existing education programs

Libicki et al 2014 ~~[Martin C., American scholar and Professor at the Frederick S. Pardee RAND Graduate School in Santa Monica, California ; David Senty, RAND senior fellow who previously served as chief of staff at the U.S. Cyber Command; Julia Pollack, reference and instruction librarian at CUNY-Bronx Community College ~| "H4CKER5 WANTED: An Examination of the Cybersecurity Labor Market" Report for the Rand Corporation, 2014 ~| http://www.rand.org/content/dam/rand/pubs/research_reports/RR400/RR430/RAND_RR430.pdf ~~] Our assessment does not refute this position—good cybersecurity professionals are in high demand AND indications of a decrease in the demand for cybersecurity professionals started to appear.


No Impact to Talent Shortage

Even if there is a shortage automation solves. Streamlining repetitive tasks and predictive analytics enable a reallocation of the existing labor pool

Golden & Johnson 6/8 ~~[Deborah, principal in Deloitte & Touche LLP's Advisory practice. She has over 20 years of information technology, security, and privacy experience;Ted, Defense and National Security Research Manager with Deloitte's Center for Government Insights ~| "Augmented Security: How Cognitive Technologies can Address the Cyber Workforce Shortage" Deloitte University Press 6/8/17 ~| https://dupress.deloitte.com/dup-us-en/industry/public-sector/addressing-cybersecurity-talent-shortage.html ~~] So what exactly are cognitive technologies and how might they address the talent shortage? AND , which permits a forward-looking, predictive approach to security challenges.


No Solvency-Private Sector

No solvency—existing federal and state programs are sufficient but the aff can't mobilize the private sector

Garcia 3/23 ~~[Antonio, Principal Systems Engineer, GRA Quantum ~| "Addressing the Cybersecurity Talent Shortage" RSA Conference, 3/23/17 ~| https://www.rsaconference.com/blogs/addressing-the-cybersecurity-talent-shortage ~~] Numerous examples demonstrate the success of vocational training programs and apprenticeships in meeting current and AND improving their skills throughout their careers, and employers meet their workforce needs.


No Impact-Cyberattack

No impact to cyber attacks-a huge one just last week attacked tens of companies and nuclear reactors, and nothing happened.

No significant impact to cyber attacks – probability, current defense checks, and too difficult to coordinate

    • Gartzke and Lindsay '15** ~~[Erik Gartzke is professor of political science at the University of California, San Diego. Jon R. Lindsay is assistant professor of digital media and global affairs at the Munk School of Global Affairs, University of Toronto. Weaving Tangled Webs: Offense, Defense, and Deception in Cyberspace, Security Studies, 24:316–348, 2015.~~]

Indeed, the US Department of Defense gets attacked ten million times a day; AND for a more general tendency toward offense dominance across the entire cyber domain.


1NC vs SP2

T

"In" means "throughout"

    • Words and Phrases 8** (Permanent Edition, vol. 20a, p. 207)

Colo. 1887. In the Act of 1861 providing that justices of the peace AND , 14, p. 114, 117, 10 Colo. 126.


"United States" means all of the states

United States When used in the geographic sense, means all of the States AND and the District of Columbia allow parents to remove their children from instruction.


Voting issue for limits and ground—-debating individual state changes multiples every aff and dodges core DAs to national-level change—-makes preparation impossible

CP

The Fifty United States and all relevant territories should eliminate funding for abstinence-only sex education and fully fund sexual education programs that meet the criteria established by the Real Education for Healthy Youth Act.

States are key to education and preventing "one size fits all" programs. The CP also aligns responsibility and moves towards a more practical decision calculus.

    • Kelly and Hess** 9/15/**2015** ~~[Andrew P. Kelly is a resident scholar and director of the Center on Higher Education Reform at the American Entrprise Institute. Frederick M. Hess is director of education policy studies at the American Enterprise Institute and author of the new book, "Letters to a Young Education Reformer." More Than a Slogan Here are five good reasons federalism is so important in education. https://www.usnews.com/opinion/knowledge-bank/2015/09/15/5-reasons-federalism-in-education-matters~~] Calculus BC

It's a matter of size. Education advocates suffer from severe bouts of Finland and AND is both accountable to the public and dynamic enough to meet today's challenges.


Despite these federal efforts, sex education policy is mostly decentralized. And, since AND five require that it be due to a family's religious or moral beliefs.


State: State government has the most power in determining sex education in its state AND power to monitor how the programs are being implemented before distributing the funds.


DA

The Every Student Succeeds Act (ESSA) gave decision-making power back to the states, and shifted from educational federalism to a state-centered model.

McGuinn 2016 (Patrick, Associate Professor of Political Science at Drew University, "From No Child Left behind to the Every Student Succeeds Act: Federalism and the Education Legacy of the Obama Administration", Publius: The Journal of Federalism volume 46 number 3, pp. 392~^415, June 5^^th^^ 2016, accessed 6/9/17, jk) Political scientists Paul Peterson, Kenneth Wong, and Barry Rabe (1986) observed AND 2016). That is American federalism at work, for better or worse.


Funding with conditions prevents state action, and coerces states into certain unfair and possibly unattainable policies. The more federal intervention within a policy, the greater threat to federalism that policy is.

Lawson 2013 (Aaron, J.D. 2013, University of Michigan Law School; B.A. 2010, Gettysburg College, "Educational Federalism: A New Case for Reduced Federal Involvement in K-12 Education", Summer 2013, Volume 2013 issue 2, Brigham Young University Education and Law Journal, http://digitalcommons.law.byu.edu/cgi/viewcontent.cgi?article=1333&context=elj, accessed 6/10/17, jk) As such, it remains true that in the mine run of cases it will AND be entirely ineffective. This possibility becomes more plausible as federal intervention grows.


Federalism on sex ed threatens national unity; causes fissures in morality issues

Ross Douthat had an admirable column earlier this week arguing that, because we don't AND prefer proximity in law-making, or e pluribus unum in culture?


Federal policies overrule state courts defense of minorities and the poor through state's rights to education, means that top-down policies end up hurting the educational opportunities of marginalized groups – Turns the aff

Lawson 2013 (Aaron, J.D. 2013, University of Michigan Law School; B.A. 2010, Gettysburg College, "Educational Federalism: A New Case for Reduced Federal Involvement in K-12 Education", Summer 2013, Volume 2013 issue 2, Brigham Young University Education and Law Journal, http://digitalcommons.law.byu.edu/cgi/viewcontent.cgi?article=1333&context=elj, accessed 6/10/17, jk) Every state constitution, in contrast with the Federal Constitution, contains some guarantee of AND should assume a role that leaves sufficient space for state courts to operate.


American federalism is modeled globally

    • Stepan et al 11** (Alfred Stepan is the Wallace Sayre Professor of Government at Columbia University. His books include Democracies in Danger, Problems of Democratic Transition and Consolidation, and The Breakdown of Democratic Regimes, all also published by Johns Hopkins, the last two with Juan J. Linz. Juan J. Linz is Sterling Professor Emeritus of Political and Social Science at Yale University. In addition to the works coauthored and coedited with Professor Stepan, Professor Linz has published works on democracy, democratization, and comparative politics, including Sultanistic Regimes, also published by Johns Hopkins. Yogendra Yadav is the codirector of Lokniti and a Senior Fellow with the Center for the Study of Developing Societies (CSDS), Delhi, India. He has written articles for Hindi- and English-language newspapers and magazines, is a member of the editorial collective of the monthly Hindi-language magazine Samayik Varta, and is the general editor of Lokchintan Granthamala, a four-volume series on social science published in Hindi. Crafting State-Nations: India and Other Multinational Democracies, "Ch 8: The U.S. Federal Model and Multinational Societies," Johns Hopkins University Press, January 2011.)

The purpose of this chapter is to explore the question ' how appropriate or inappropriate AND is it neutral in its impact. or could it be particularly hartnful?


Decentralized education federalism in particular is a crucial model for governance-building in fragile states

Decentralized federal constitutions are characterized by fairly autonomous provinces and a weak central authority in AND Nigeria would probably not have survived without some form of decentralized governance.34


Endemic fragile statehood makes terrorist deployment of chemical and nuclear weapons inevitable – causes extinction

The greatest threat to global security is the rapidly increasing number of failed states. AND privatized" and then sold to rogue states or non-state actors.


Framing

Structural constraints prevent endless violence

Chibber 9, Prof of Sociology at NYU, AMERICAN MILITARISM AND THE US POLITICAL ESTABLISHMENT: THE REAL LESSONS OF THE INVASION OF IRAQ, http://www.socialistregister.com/index.php/srv/article/viewFile/5895/2791 But pulling in the other direction is the fact that the two basic constraints that AND next administration, will only exacerbate the fatigue and further erode political legitimacy.


world's getting better—declining war, death, and inequality

D'Urso 15, writer at Reuters, INTERVIEW-Think the world's getting worse? Think again, says economist, sustainability.thomsonreuters.com/2015/08/10/interview-think-the-worlds-getting-worse-think-again-says-economist/ Roser looks at factors like war, disease and poverty, which are all declining AND poor are rising faster than the incomes of the rich," he said.


War turns structural violence

Goldstein 1—Prof PoliSci @ American University, Joshua, War and Gender , P. 412 First, peace activists face a dilemma in thinking about causes of war and working AND on injustice as the main cause of war seems to be empirically inadequate.


Advantage

Comprehensive sex ed is an assimilatory tactic of cisheteropatriarchy – the progressive narrative of inclusion envelops deviant subjects into a neoliberal restructuring of the nuclear family, which only permits the biopolitical management of trans and gender non-conforming subjects.

    • Shannon 16** (Barrie Shannon, PhD Candidate at the School of Humanities and Social Science, University of Newcastle, Newcastle, Australia. "Comprehensive for who? Neoliberal directives in Australian 'comprehensive' sexuality education and the erasure of GLBTIQ identity," Sex Education, 2016)~~[discourse modified~~]*

Sameness, 'homonormativity' and GLBTIQ erasure Harris and Farrington (2014) and Riggs AND capability to feel 'intimately linked' with the world around them is diminished.


"Inclusive language" doesn't discuss same-sex or single parent families.

    • McNeill 13** ~~[Tanya McNeill received her PhD in Sociology with a Certificate in Feminist Studies from the University of California at Santa Cruz in 2008. She has taught in Women's and Gender Studies, LGBT Studies and Sociology at the University of Wisconsin Eau Claire, Wellesley College, the University of California at Davis, and the University of California at Santa Cruz. Her research interests include the production of knowledge about the family, the regulation of gender, race, sexuality, and class, childhood and gender, and LGBT advocacy. Her essay, 'A nation of families: The codification and (be)longings of heteropatriarchy' was published in Toward a Sociology of the Trace in 2010. She currently lives in Eugene, Oregon, where she is researching cultural and political representations of gender creative (or gender non-conforming) children. file:///C:/Users/Benny/Downloads/sex%20education%20and%20the%20promotion%20of%20heteronormativity.pdf "Sex education and the promotion of heteronormativity" pg. 10~~] Calculus BC

The inclusion of language that recognizes the 'many forms' that families 'come in' AND single-parent families). This reproduces and reinforces both heterosexuality and heteronormativity.


Canada proves that sex education is designed to outline who and what LGBTQ+ and disabled people need to be. Comprehensive sex education contends itself to be diverse and inclusive, but mimics the narrowed view of neoliberal mentality and reinforces violence against disabled people in the name of "normal"

    • McMinn 17** (TL McMinn thesis for Master of Arts Department of Curriculum, Teaching, and Learning Ontario Institute for Studies in Education University of Toronto "Sex Education as Neoliberal Inclusion: Hetero-cis-ableism in Ontario's 2015 Health and Physical Education Curriculum" <http://search.proquest.com/docview/1884603730?pq-origsite=gscholar>)

The following research question informed this study: how does hetero-cis-ableism AND are viewed as unnecessary, overwrought, and just plain uncomfortable to have.


1NC versus SP3

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

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

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

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

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.

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

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)?

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