|
|
| Line 1: |
Line 1: |
| − | 1AC
| |
| | | | |
| − | Advantage
| |
| − |
| |
| − | Welcome to the learning society – students across the United States are subjected to ceaseless testing, training, learning in order to activate their potential. The organizing principle of this society is to optimize the productivity of each student, to make sure that they live up to their potential, so that they can be valuable and contributing members of a risk-filled economic system.
| |
| − | Lewis 11 – (Tyson E. Lewis, PhD. in educational philosophy from UCLA, Associate Professor of Educational Foundations at Montclair State University, “Rethinking the Learning Society: Giorgio Agamben on Studying, Stupidity, and Impotence,” Studies in Philosophy and Education November 2011, Volume 30, Issue 6, pp 585–599)//a-berg
| |
| − | Recently there have been several important critiques of ‘‘learning discourse’’ as well as the
| |
| − | AND
| |
| − | conclusions concerning learning and its alternatives which these authors have not adequately addressed.
| |
| − |
| |
| − | The invisible consequence of this learning society is abandonment – the demand to activate the potential of students produces the sacrifice of impotentiality, the sacrifice of those who fail or are otherwise not capable of living up to those demands. This lack of potential is projected outwards onto the vulnerable other, enabling a sovereign decision between what life is valuable and what life is not.
| |
| − | Tyson Edward Lewis 13 – (It’s a Profane Life: Giorgio Agamben on the freedom of im-potentiality in education, 26 Mar 2013, Educational Philosophy and Theory, Volume 46, 2014, Issue 4 pg. 334-347)//a-berg
| |
| − | For Agamben, the human community constitutes itself through the production of certain metaphysical distinctions
| |
| − | AND
| |
| − | and fallible freedom of study which is beyond measure and beyond predefined ends.
| |
| − |
| |
| − | In the school system, the sacrifice of those deemed not worthy takes the form of zero tolerance policy, police raids, and low intensity warfare. Schools become states of exception, in which students are exposed to the force of sovereign power in a state of educational bare life.
| |
| − | Lewis 2006 – (Tyson E., “The school as an exceptional space: Rethinking education from the perspective of the biopedagogical” Educational Theory; Urbana 56(2), 159–176.)//a-berg
| |
| − | Education in the inner city is intimately linked with biopower in that its primary function
| |
| − | AND
| |
| − | an increasingly contested terrain where the stakes against educational death are clearly articulated.
| |
| − |
| |
| − | These states of exception hold educational life in suspension, at the whim of the sovereign’s decision between valuable life and life that can be sacrificed.
| |
| − | Lewis 2006 – (Tyson E., “The school as an exceptional space: Rethinking education from the perspective of the biopedagogical” Educational Theory; Urbana 56(2), 159–176.)//a-berg
| |
| − | Drawing on Greek philosophy, Agamben articulates the question of politics in Western culture as
| |
| − | AND
| |
| − | result the biopedagogical reveals its internal complicity with an underlying state of exception.
| |
| − |
| |
| − | This biopolitical determination of which life is valuable and which life is not turns politics murderous – the entirety of the world is reduced to bare life in an attempt to rid the public sphere of all risk. The only option becomes the extermination of all life.
| |
| − | Duarte, 5 – professor of Philosophy at Universidade Federal do Paraná (André, “Biopolitics and the dissemination of violence: the Arendtian critique of the present,” April 2005, http://works.bepress.com/cgi/viewcontent.cgi?article=1017&context=andre_duarte)
| |
| − | These historic transformations have not only brought more violence to the core of the political
| |
| − | AND
| |
| − | actions of acknowledging and welcoming, of extending hospitality and solidarity towards others.
| |
| − |
| |
| − | Method
| |
| − |
| |
| − | In opposition to this learning society which demands that we become good and productive students, we affirm a study of the resolution. Through our study, we render the sovereign logics embedded in the resolution inoperative by refusing to obey the logic of learning. Instead of activating our potential and becoming productive, well-educated students, we prefer the role of the studier, withdrawing from the normative pressures of the education system. This operates to interrupt the ultimate demand of the learning society – either be productive or be abandoned.
| |
| − | Lewis 15 (Tyson E., associate professor of art education at the University of North Texas, THE POTENTIALITY OF STUDY: GIORGIO AGAMBEN ON THE POLITICS OF EDUCATIONAL EXCEPTIONALITY, Symploke; Lincoln 22.1/2 (2015): 275-292,441)//a-berg
| |
| − | While Agamben draws our attention to the centrality of im-potentiality within politics,
| |
| − | AND
| |
| − | In this sense, Agamben's coming community is actually a community of study.
| |
| − |
| |
| − | Studying allows us to defer and delay the pressure placed on us to realize our potentials, to become all that we are supposed to be. By changing the everyday practices and roles that define learning, we can change the sovereign logics that reside at its core.
| |
| − | Lewis 14 – Tyson E., “The Fundamental Ontology of Study, Educational Theory Volume 64 Iss. 2, 9 April 2014, pg 163-178
| |
| − | It will be helpful to begin with a brief overview of how Agamben defines studying
| |
| − | AND
| |
| − | that embodies this potentiality as a kind of study journal or study log.
| |
| − |
| |
| − | Study is an inactivity of resistance – deferring the call to action and embracing our impotential allows us to reject the internalization of state expectations and reverse the violence of the learning society.
| |
| − | Snoek 12 (Anke, PhD in Philosophy Department @ Macquarie U., Agamben’s Joyful Kafka, pg 82-85)
| |
| − | ***Language Modified
| |
| − | Given the preceding sketch Agamben gives of power and possibilities (the law's being in
| |
| − | AND
| |
| − | are other strategies, aside from active resistance, to reverse political situations.
| |
| − |
| |
| − | Structures of biopolitical control are empty of positive content, capable of only inflicting death or doing nothing --- our strategy is to desert biopolitical apparatuses such as the education system, rather than reform it.
| |
| − | Prozorov 10 (Sergei – Professor of Political and Economic Studies at the University of Helsinki, “Why Giorgio Agamben is an optimist,” in Philosophy Social Criticism, Volume 36, Number 9, p. 1059-1060, November 2010, http://psc.sagepub.com/content/36/9/1053.abstract)
| |
| − | In a later work, Agamben generalizes this logic and transforms it into a basic
| |
| − | AND
| |
| − | achieved by the practice of subtraction that we address in the following section.
| |
| − |
| |
| − | ------------------------------------------------------------------------------------------------------------------------------------------
| |
| − |
| |
| − | 1NC – SP2
| |
| − |
| |
| − | T
| |
| − |
| |
| − | Interpretation—“substantial” requires creating a new program.
| |
| − | Redwoods.edu no date [https://inside.redwoods.edu/deancouncil/documents/Marla.SubstantialvsNonsubstantialChange.pdf] Calculus BC
| |
| − | SUBSTANTIAL CHANGE A new program based upon an active proposal. This action will initiate a new control number.
| |
| − |
| |
| − | Violation: the aff modifies existing sex education standards and programs
| |
| − |
| |
| − | Vote neg:
| |
| − |
| |
| − | Limits—justifies an infinite number of affs that make minor changes to existing education programs—allows hyperspecific and small affs with massive advantage areas—explodes neg research burden
| |
| − |
| |
| − | Ground—modifications to existing programs destroy DA and mechanism counterplan ground—destroys link uniqueness contextual counterplan solvency
| |
| − |
| |
| − | Topicality is a voter for fairness and education
| |
| − |
| |
| − | DA
| |
| − |
| |
| − | Trump dedicated to reducing federal influence in education now
| |
| − | The Washington Times 2017 (S.A. Miller, Reporter for The Washington Times, “Trump to pull feds out of K-12 education”, April 26th 2017, http://www.washingtontimes.com/news/2017/apr/26/donald-trump-pull-feds-out-k-12-education/, accessed 6/3/17, JK)
| |
| − | President Trump signed an executive order Wednesday to start pulling the federal government out of
| |
| − | AND
| |
| − | teachers and parents to make the decisions that help their students achieve success.”
| |
| − |
| |
| − | Increased, sudden federal involvement in state education increases federal-state conflict.
| |
| − | McGuinn 2015 (Patrick, associate professor of political science and education at Drew University, “Schooling the State: ESEA and the Evolution of the U.S. Department of Education”, The Russell Sage Foundation Journal of the Social Sciences, 1(3), 77–94 (2015), Published December 17th 2015, http://www.rsfjournal.org/doi/full/10.7758/RSF.2015.1.3.04, accessed 6/3/17, jk)
| |
| − | This article provides an overview of the evolution of national administrative capacity and the implementation
| |
| − | AND
| |
| − | , these tensions are particularly illuminated and exacerbated” (1968, vii).
| |
| − |
| |
| − | Federalism on sex ed threatens national unity; causes fissures in morality issues
| |
| − | Barr 2010 (Sam Barr, February 4, 2010, “On Sex Ed, Who Should Decide?” < http://harvardpolitics.com/online/hprgument-blog/on-sex-ed-who-should-decide/>)//PS
| |
| − | 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?
| |
| − |
| |
| − | States have a right to education which the federal government lacks, which allows their courts to interfere with bad state policy to protect this right. Federal policy prevents state courts from acting, which leads to bad policies which hurt the poor and minority’s educations.
| |
| − | 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.
| |
| − |
| |
| − | Federal involvement weakens subnational government cooperation, which causes educational disparity despite any regulation that federal governments try to impose.
| |
| − | Hills 2013 (Roderick M. Hills Jr., a law professor at the New York University School of Law., “The Case for Educational Federalism: Protecting Educational Policy from the National Government's Diseconomies of Scale”, http://scholarship.law.nd.edu/cgi/viewcontent.cgi?article=1042&context=ndlr, Notre Dame L. Review, 6/1/12, accessed 6/17/17, jk)
| |
| − | The history of federal involvement in educational aid to indigent households is a history of
| |
| − | AND
| |
| − | using private educational providers to induce greater fidelity from local school districts.106
| |
| − |
| |
| − | Increased federal policy fails to mobilize change and only leads to increased backlash, making schools unstable and the impacts of the 1AC inevitable.
| |
| − | Hills 2013 (Roderick M. Hills Jr., a law professor at the New York University School of Law., “The Case for Educational Federalism: Protecting Educational Policy from the National Government's Diseconomies of Scale”, http://scholarship.law.nd.edu/cgi/viewcontent.cgi?article=1042&context=ndlr, Notre Dame L. Review, 6/1/12, accessed 6/17/17, jk)
| |
| − | Household autonomy, in short, implies federalism. The national government’s role can be
| |
| − | AND
| |
| − | Payne’s pungent phrase: “so much reform, so little change.”3
| |
| − |
| |
| − | 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.
| |
| − |
| |
| − | States solve better—sex ed policy is decentralized
| |
| − | Kaiser 02 [Kaiser Family Foundation. March 2002. “Sex Education in the U.S.: Policy and Politics.” The Henry J. Kaiser Family Foundation. https://kaiserfamilyfoundation.files.wordpress.com/2000/09/3224-sex-education-in-the-us-policy-and-politics.pdf. SH]
| |
| − | 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.
| |
| − |
| |
| − | States key—have the most power over sex ed
| |
| − | PSU 17 [Penn State University. April 6, 2017. “Who Decides?” https://sites.psu.edu/youhaveissues/2017/04/06/who-decides/. SH]
| |
| − | 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.
| |
| − |
| |
| − | State control is key—cultural differences
| |
| − | 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]
| |
| − | However, it is important to note that concepts of sexuality vary vastly among cultures
| |
| − | AND
| |
| − | states to develop a curriculum that meets the specific needs of its population.
| |
| − |
| |
| − | 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.
| |
| − |
| |
| − | The Vatican is pushing for identity based CSE in the squo.
| |
| − | VoxCantor 16 [Sexual indoctrination: an attack on parental rights, family and children’s souls. https://www.lifesitenews.com/opinion/sexual-indoctrination-an-attack-on-parental-rights-family-and-childrens-sou] Calculus BC (lol that this card is written by an angry Christian but still provides descriptive analysis)
| |
| − | The Vatican At the last World Youth Day held in Poland, 2016, the
| |
| − | AND
| |
| − | modern comprehensive sex education buzzword which is being pushed by all Western countries.
| |
| − |
| |
| − | 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.’
| |
| − |
| |
| − | “LGBTQ+ Friendly” education only manages negative stigma whilst maintaining the superiority of 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. 9] Calculus BC
| |
| − | The assertion of the superiority of a particular family form raises affective and pedagogical problems
| |
| − | AND
| |
| − | heteronormative regulation of the family, and of the state’s regulation of affect.
| |
| − |
| |
| − | Conservative backlash means that states don’t follow through
| |
| − | Jonathan Zimmerman, 8-31-2014, "A global front against sex ed,"(Jonathan Zimmerman is the professor of the history of educaton at NYU), Washington Post, https://www.washingtonpost.com/opinions/sex-education-is-a-global-dividing-line-between-liberals-and-conservatives/2014/08/31/b92715b0-2e3b-11e4-9b98-848790384093_story.html?utm_term=.1fbd7c153796
| |
| − | Two decades later, girls’ education has expanded steadily around the globe. But sex
| |
| − | AND
| |
| − | coalitions, which can lead to stalemates on causes that liberals hold dear.
| |
| − |
| |
| − | State and control over education means the aff gets circumvented
| |
| − | ACLU, No Date, "Campaigns to Undermine Sexuality Education in the Public Schools," (American Civil Liberties Union) https://www.aclu.org/other/campaigns-undermine-sexuality-education-public-schools
| |
| − | Current Status Of Sexuality Education In American Public Schools Many states sponsor some form of
| |
| − | AND
| |
| − | replacing curricular materials already in use, draining schools of scarce financial resources.
| |
| − |
| |
| − | The Plan’s standards gets circumvented by state boards – Colorado loopholes proves
| |
| − | Kopsa 2011 (Andy, 8/9/11 at 4 A.M. Andy Kopsa is a freelance investigative journalist from New York. “Abstinence-only funding was refused, but that didn't stop a state school-board member,” http://www.westword.com/news/abstinence-only-funding-was-refused-but-that-didnt-stop-a-state-school-board-member-5113629 -cDr)
| |
| − | In 2007, Governor Bill Ritter took a big step toward ensuring that Colorado kids
| |
| − | AND
| |
| − | of Education without permission of the governor. Colorado was awarded the funds.
| |
