Rhombus of K Db8 AT

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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.

Donovan 3/30/2017 (Megan K. Donovan, Guttmacher Institute, "The Looming Threat to Sex Education: A Resurgence of Federal Funding for Abstinence-Only Programs?", March 30, 2017, < https://www.guttmacher.org/gpr/2017/03/looming-threat-sex-education-resurgence-federal-funding-abstinence-only-programs>)//PS Over the past two decades, the United States has spent approximately $2 billion AND to spend federal dollars will speak volumes about our priorities as a nation.


Abstinence-only sex ed contributes to disproportionate rates of teen pregnancy and STI's, and perpetuates gendered stereotypes

LeClair 06 ~~[Danielle. J.D., University of Wisconsin. "LET'S TALK ABOUT SEX HONESTLY: WHY FEDERAL ABSTINENCE-ONLY-UNTIL-MARRIAGE EDUCATION PROGRAMS DISCRIMINATE AGAINST GIRLS, ARE BAD PUBLIC POLICY, AND SHOULD BE OVERTURNED." Wisconsin Women's Law Journal, Vol. 21, 291-322. SH.~~] 1. Abstinence-only programs do not adequately address issues that disproportionately impact girls AND 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 AND , 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.

Elia and Tokunaga, 2015 ~~[John P. Elia, Jessica Tokunaga, (2015) "Sexuality education: implications for health, equity, and social justice in the United States", Health Education, Vol. 115 Issue: 1, pp.105-120, https://doi-org.ezproxy.lib.utexas.edu/10.1108/HE-01-2014-0001. SPS~~] While school-based sexuality education has been taught in the USA since 1913, AND 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 AND 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 AND 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

Federally mandated standards for inclusive and medically accurate sexual education are key and spill over to states and local organizations

Kempner 16 ~~[Martha. May 10, 2016. Martha Kempner is a writer, consultant, and sexual health expert. "Fewer Young People Are Getting Formal Sex Education, But Can a New Federal Bill Change That?" Rewire. https://rewire.news/article/2016/05/10/fewer-young-people-getting-formal-sex-education-can-new-federal-bill-change/. SH~~] As Advocates for Youth explains, if passed, REHYA would be the first federal AND 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 AND 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.

Elia and Tokunaga, 2015 ~~[John P. Elia, Jessica Tokunaga, (2015) "Sexuality education: implications for health, equity, and social justice in the United States", Health Education, Vol. 115 Issue: 1, pp.105-120, https://doi-org.ezproxy.lib.utexas.edu/10.1108/HE-01-2014-0001. SPS~~] Two useful theoretical and practical (not that these two features are neatly separable) AND education possible in the interest of enhancing the quality of their sexual health.


Inclusive frameworks for sexual education should incorporate concepts of desire that challenge the state and the religious right's attempts to shape educational policy. Rather than move away from the state and giving up on sexual education, we should engage in a politics of wanting that demands publicly subsidized educational, social, and interpersonal opportunities for youth. An interrogation into the way the state intersects with sexual bodies is essential to critical thinking and political action, schools and the policies that shape them are a critical starting point.

Fine and McClelland 2006 ~~[MICHELLE FINE and SARA McCLELLAND (2006) Sexuality Education and Desire: Still Missing after All These Years. Harvard Educational Review: September 2006, Vol. 76, No. 3, pp. 297-338. SPS.~~] Thick desire places sexual activity for all people, regardless of age or gender, AND are dying for good conversation about sexuality, and are dying without it.


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' AND attacks, of murder and destruction possible at all. 7-9


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, AND to do it, and that everyone should do it that way.10


1 Off K – SP2

K

It's a prerequisite to the aff—single-issue focus within capitalism means nobody will support the aff—- only moving beyond the material basis of production offers any hope of creating a space for productive politics

McLaren, Critical Studies @ Chapman U, urban schooling prof @ UCLA, '1 (Peter, "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: Let me try. Calls for diversity by politicians and educators and social AND movement here in the United States known as the 'new abolitionists.'


The aff's attempt to generate oppositional political activity to the power structures effecting oppressed groups are re-appropriated by modern capitalism to reinforce capitalist power structures, only a historical materialist pedagogy can address the oppressed.

At the very least, however, it is clear that poststructuralist discourse theories

AND It is the means for producing transformative knowledges. (p. 7)


Capitalism results in a death drive that makes structural violence and sacrificial genocide

According to Franz Hinkelammert, the West has repeatedly been under the illusion that it AND to pay the health costs of the world's poorest countries for four years.


Capitalism has created financial institutions whose power exceeds that of states globalization has brought a new phase of ultra-imperialism

Balibar 13-Professor Emeritus at Université de Paris X Nanterre, and teaches at Columbia University and Kingston University ~~[Étienne, "Politics of the Debt," Project Muse, Postmodern Culture, Volume 23, Number 3, May 2013, http://muse.jhu.edu/journals/postmodern_culture/v023/23.3.balibar.html, DKP~~] In the early 20th century, Hilferding, Lenin, Luxemburg and other Marxist theorists AND of the "risk society" theorized by some sociologists since Ulrich Beck.


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.


You have an ethical obligation to reject capitalist methodology

    • Zizek and Daly 2004**

(Slavoj, PhD in Philosophy @ the University of Ljubljana, Senior Research in Sociology @ the University of Ljubljana, Professor of Philosophy and Psychoanalysis @ the European Graduate School, has been a visiting professor @ University of Chicago, Columbia University, Princeton, University of London, and NYU, International Director of the Birkbeck Institute for the Humanities, president of the Society for Theoretical Psychoanalysis, and Glyn, has been a Professor @ Essex University and Manchester University, Conversations with Zizek page 14-16) For Zizek it is imperative that we cut through this Gordian knot of postmodern protocol AND Other to that of a 'glitch' in an otherwise sound matrix.


Case

Low income minorities don't receive the same sex education as their upper class peers.

Horne 15 ~~[Horne, Emily A., "Sexual Education across the United States: Are we doing it right?" (2015). Scripps Senior Theses. Paper 676. http://scholarship.claremont.edu/cgi/viewcontent.cgi?article=1675&context=scripps_theses pg. 11~~] Calculus BC Another large problem for sexual education is that racial minorities are less likely to receive AND worse in low-income, minority districts (Guzzo &Hayford 2012)


    • ====Poverty negatively affects sexual health.====**
    • Bell 09 ~~[Kelly J. Kelly J. Bell graduated in 2011 with a concentration in Psychology from Simmons College in Boston, MA. "Wake Up and Smell the Condoms: An Analysis of Sex Education Programs in the United States, the Netherlands, Sweden, Australia, France, and Germany." Inquiries 2009m Vol. 1 No. 1. SH~~]**

Discouragingly, even if the US adopts a comprehensive sex education curriculum and funds sexual AND is extremely complicated and a topic that must be saved for another paper.


Sexual socialization begins in childhood, meaning biases are pre-entrenched by parents and community standards.

    • Shtarkshall, Santelli, and Hirsch 2k7** ~~[Ronny A. Shtarkshall is head of the Social Science and Health Behavior Program, Braun School of Public Health, and of community medicine at the Hebrew University and Hadassah Medical Organization, Jerusalem. John S. Santelli is professor of clinical population and family health and clinical pediatrics, Heilbrunn Department of Population and Family Health; and Jennifer S. Hirsch is associate professor of sociomedical sciences—both at the Mailman School of Public Health, Columbia University, New York. Guttmacher institute, Sex Education and Sexual Socialization: Roles for Educators and Parents, https://www.guttmacher.org/journals/psrh/2007/sex-education-and-sexual-socialization-roles-educators-and-parents~~] Calculus BC

Socialization, in contrast, is the process through which an individual acquires an understanding AND family and community influences on sexuality is an integral component of sex education.


Parents want CSE, but prefer that they retain their roles and that schools emphasize abstinence.

    • Shtarkshall, Santelli, and Hirsch 2k7** ~~[Ronny A. Shtarkshall is head of the Social Science and Health Behavior Program, Braun School of Public Health, and of community medicine at the Hebrew University and Hadassah Medical Organization, Jerusalem. John S. Santelli is professor of clinical population and family health and clinical pediatrics, Heilbrunn Department of Population and Family Health; and Jennifer S. Hirsch is associate professor of sociomedical sciences—both at the Mailman School of Public Health, Columbia University, New York. Guttmacher institute, Sex Education and Sexual Socialization: Roles for Educators and Parents, https://www.guttmacher.org/journals/psrh/2007/sex-education-and-sexual-socialization-roles-educators-and-parents~~] Calculus BC

A third set of considerations pertinent to education and socialization are parent and adolescent preferences AND emphasizing abstinence, and only 15% wanted abstinence-only sex education.


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.


Sex ed requirements are often disregarded and instead replaced with heteronormative propaganda that criminalizes anything that threatens the nuclear family.

    • 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. 7-8~~] Calculus BC

Only 12 states and Washington DC require that schools include what SIECUS and the Guttmacher AND and citizenship by positing that these students 'will likely become parents.'


Low income minorities don't receive the same sex education as their upper class peers.

Horne 15 ~~[Horne, Emily A., "Sexual Education across the United States: Are we doing it right?" (2015). Scripps Senior Theses. Paper 676. http://scholarship.claremont.edu/cgi/viewcontent.cgi?article=1675&context=scripps_theses pg. 11~~] Calculus BC Another large problem for sexual education is that racial minorities are less likely to receive AND worse in low-income, minority districts (Guzzo &Hayford 2012)

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