Difference between revisions of "Rhombus of K Db8 XU"

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(SP1 1NC)
 
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as the central processes through which individualized bodily resistances gain their sociopolitical significance.
 
as the central processes through which individualized bodily resistances gain their sociopolitical significance.
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=2AC Theory Disclosure=
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===50 State Fiat Bad===
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====Offense====
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50 State Fiat is a voting issue – voting against a generic CP forces more innovative neg strats increasing education
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Not real world – 50 states do not act in unison
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Infinitely regressive –
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AND
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No solvency advocate – no lit on states acting on a federal project
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====Defense====
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Depth over breadth-  in-depth education on one actor is better than education spread thin on 50
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Counter-interpretation: The counterplan must be done through the USfg
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Not fiat-ing cooperation but having the states do it solves their offense
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No Education- who enacts the plan is irrelevant
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===Intrinsic Perms Good===
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1. COMPETITION- intrinsic perms are key to checking competition, tests multiple aspects of the CP
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2. KEY TO CRITICAL THINKING- makes the neg think on their feet instead of relying on prewritten perm answers.
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3. REAL WORLD- policy makers make revisions
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4. REJECT THE ARGUMENT NOT THE TEAM
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===Severance Perms Good===
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1. GROUND- key to test the CP in different situations, not every CP plank is useful.
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2. QUALITY ARGUMENTS- forces innovative CP's with more independent planks and textual competitiveness
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3. Real world education- policy makers make amendments
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4. Not a voter- reject the arg, not the team

Latest revision as of 08:03, 21 July 2017


Contents

SP2 1AC[edit]

Advantage[edit]

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

Over the past two decades, the United States has spent approximately $2 billion 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.[edit]

    • 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.[edit]

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.[edit]

    • 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.[edit]

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[edit]

The United States Federal Government should fully fund sexual education in the United States and mandate that all federal funding for sexual education meet the criteria established by the Real Education for Healthy Youth act[edit]

Solvency[edit]

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

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[edit]

    • 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.[edit]

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.[edit]

    • 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[edit]

Don't prioritize large scale spectacles of violence—everyday acts of dehumanization produce a will to violence that makes large scale conflicts possible[edit]

    • 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[edit]

    • 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



SP1 1NC[edit]

1[edit]

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

    • 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[edit]

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 —[edit]

    • 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:[edit]

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

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

2[edit]

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[edit]

    • 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 aff aims to satisfy capitalism's urge for limitless growth - causes exploitation, destruction of democracies, and destroys value to life while trying to stave off the inevitable collapse[edit]

What lies at the heart of this insanity? It is this: Commanding an AND people and the natural environment remain stronger than the desire to accumulate wealth.


Security is a mask for bourgeois expansion[edit]

Neocleous, 8-Professor of Critique of Political Economy @ Brunel University ~~[Mark, "Critique of Security", Brunel University in the Department of Government, Published 2008~~] We are often and rightly told that security is intimately associated with the rise of AND concept of bourgeois society it is equally the supreme concept of liberal ideology.


It's try or die for the negative[edit]

    • Robinson 14** (William I., professor of sociology, global and international studies, and Latin American studies, @ the University of California-Santa Barbara, 5/27/14, "Global Capitalism: Crisis of Humanity and the Spectre of 21^^st^^ Century Fascism", http://www.worldfinancialreview.com/?p=1799, aps)

Most commentators on the contemporary crisis refer to the "Great Recession" of 2008 AND indeed, generates a fascination with domination that is portrayed even as heroic.


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.[edit]

    • 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 AN[edit]

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

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


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

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 unemployment crisis – production gains offset employment costs[edit]

    • 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.


Economic collapse doesn't cause war[edit]

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


Case AM[edit]

Aff can't solve advanced manufacturing—public perception of manufacturing decline dissuades prospective workers[edit]

PCAST 2014 ~~[President's Council of Advisors on Science and Technology,an advisory group of the Nation's leading scientists and engineers, appointed by the President to augment the science and technology advice available to him from inside the White House and from cabinet departments and other Federal agencies ~| "REPORT TO THE PRESIDENT ACCELERATING U.S. ADVANCED MANUFACTURING" PCAST Report October 2014 ~| https://www.manufacturingusa.com/sites/prod/files/amp20_report_final.pdf ~~] Shifting the Misconceptions the Public Holds of Manufacturing: For decades, workers flocked to AND advanced manufacturing and product realization starting at early ages and through graduate education.


Bioprinting lowers the threshold for a bioterror attack[edit]

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."


Heg pursuit isn't inevitable – waves of isolationism prove an accelerating abdication of the American leadership role[edit]

If we step back from the politics of personality — something that isn't always easy AND beneficial, and whether far-off conflicts really are worth wading into.


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

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.


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

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.


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

    • 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.


Case CC[edit]

Squo solves demand—internal training and existing education programs[edit]

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 significant impact to cyber attacks – probability, current defense checks, and too difficult to coordinate[edit]

    • 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.

SP2 1NC[edit]

1[edit]

Interpretation—"substantial" requires creating a new program.[edit]

    • Redwoods.edu no date** ~~[1] 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[edit]

Vote neg:[edit]

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[edit]

Ground—modifications to existing programs destroy DA and mechanism counterplan ground—destroys link uniqueness contextual counterplan solvency[edit]

Topicality is a voter for fairness and education[edit]

2[edit]

Comprehensive sex ed replaces the moralism of abstinence-only sex ed with an individualized risk-based model of sexuality – this results in a neoliberal model of personal responsibility which integrates sex ed into patterns of economic consumption and production.[edit]

    • 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)

Sexuality education in Australia does not necessarily resemble the 'conservative' nor the 'comprehensive' AND shifted from a macro to an individual level (Harris and Farrington 2014).


The aff 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.[edit]

    • 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.


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"[edit]

    • 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.


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[edit]

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.'


It's try or die for the negative[edit]

    • Robinson 14** (William I., professor of sociology, global and international studies, and Latin American studies, @ the University of California-Santa Barbara, 5/27/14, "Global Capitalism: Crisis of Humanity and the Spectre of 21^^st^^ Century Fascism", http://www.worldfinancialreview.com/?p=1799, aps)

Most commentators on the contemporary crisis refer to the "Great Recession" of 2008 AND indeed, generates a fascination with domination that is portrayed even as heroic.


Only an uncompromising rejection of capitalism solves – movements against capitalism's and its attendant conflicts and environmental destruction are developing now – we should seize onto them[edit]

    • Williams 13 **(Chris Williams, 5/13/13, "What is ecosocialism and how do we get there?", International Socialist Review Issue ~~#89: Features)

I would argue that to expect this system to solve the crisis that it manufactured AND that is the kind of vision that we need in order to go forward


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[edit]

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.


Case[edit]

Teen pregnancy declining now[edit]

The progress the nation has made over the last few decades in reducing teen pregnancy AND rates may very well have continued their long-term declines as well.


Sex Ed requirements are often disregarded and instead replaced with heteronormative propaganda that criminalizes anything that threatens the nuclear family.[edit]

    • 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.[edit]

    • 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.



SP3 1NC[edit]

1[edit]

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.[edit]

"United States Federal Government should" means the debate is solely about the outcome of a policy established by governmental means[edit]

    • 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.


The word "Resolved" before the colon reflects a legislative forum[edit]

The colon introduces the following: a. A list, but only after " AND resolved:" Resolved: (colon) That this council petition the mayor.


Violation: The affirmative advocates a process of study, not increased funding or regulation by the United States federal government[edit]

Vote Negative -[edit]

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.[edit]

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[edit]

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


2[edit]

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[edit]

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.


1AC perpetuates capitalism – their focus on discourse trades off with a material focus on labor relations[edit]

    • Eagleton 97** (Terry, Distinguished Professor of English Literature at Lancaster University, Professor of Cultural Theory at the National University of Ireland and Distinguished Visiting Professor of English Literature at The University of Notre Dame, 1997, "Where do Postmodernists Come from?", In Defense of History)

Imagine a radical movement that had suffered an emphatic defeat. So emphatic, in AND story of scarcity, suffering, and struggle. (17-22)


The AFF's state-centered approach to politics is derived from a concept of sovereignty that no longer exists—power is centered entirely in capital, of which the state is merely another product[edit]

Lazzarato 13-sociologist and philosopher, Researcher @ Matisse / CNRS (Paris I University), member of the International College of Philosophy in Paris ~~[Maurizio, "Governmentality in the current crisis," March, 2013, translation by Arianna Bove, lecture delivered in Berlin in 2013, http://www.generation-online.org/p/fp_lazzarato7.htm, DKP~~]

Governmentality (of which liberals are nothing but one of the subjective modalities AND by capital, and governmentality works towards making them combine and cohere.


It's try or die for the negative[edit]

    • Robinson 14** (William I., professor of sociology, global and international studies, and Latin American studies, @ the University of California-Santa Barbara, 5/27/14, "Global Capitalism: Crisis of Humanity and the Spectre of 21^^st^^ Century Fascism", http://www.worldfinancialreview.com/?p=1799, aps)

Most commentators on the contemporary crisis refer to the "Great Recession" of 2008 AND indeed, generates a fascination with domination that is portrayed even as heroic.


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.[edit]

    • 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.


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[edit]

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.


Case[edit]

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.[edit]

    • 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.[edit]

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)?


No biopolitics impact —- democracy checks[edit]

Dickinson 4 (Edward R. – Professor of History at UC Davis, "Biopolitics, Fascism, Democracy: Some Reflections on Our Discourse About "Modernity"," in Central European History, Volume 37, Issue 1, March 2004, http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=2758180&fileId=S0008938900002776) And it is, of course, embedded in a broader discursive complex (institutions AND create "multiple modernities," modern societies with quite radically differing potentials.91


Contemporary uses of biopolitics are not bad – it enables productive social reforms.[edit]

Ojakangas 5 (Mika – Professor of Political Thought at the University of Jyvaskyla, "Impossible Dialogue on Bio-power: Agamben and Foucault," in Foucault Studies, Number 2, p. 26-27, http://dferagi.webs.ull.es/d/social2/docs/Foucault.3.pdf) In fact, the history of modern Western societies would be quite incomprehensible without taking AND collective – that is the measure of the success of bio-power.


Their theory is hostile to agency and ignores distinctions within sovereignty.[edit]

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[edit]

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.


2AC Theory Disclosure[edit]

50 State Fiat Bad[edit]

Offense[edit]

50 State Fiat is a voting issue – voting against a generic CP forces more innovative neg strats increasing education Not real world – 50 states do not act in unison Infinitely regressive – AND

No solvency advocate – no lit on states acting on a federal project


Defense[edit]

Depth over breadth- in-depth education on one actor is better than education spread thin on 50 Counter-interpretation: The counterplan must be done through the USfg Not fiat-ing cooperation but having the states do it solves their offense No Education- who enacts the plan is irrelevant


Intrinsic Perms Good[edit]

1. COMPETITION- intrinsic perms are key to checking competition, tests multiple aspects of the CP 2. KEY TO CRITICAL THINKING- makes the neg think on their feet instead of relying on prewritten perm answers. 3. REAL WORLD- policy makers make revisions 4. REJECT THE ARGUMENT NOT THE TEAM


Severance Perms Good[edit]

1. GROUND- key to test the CP in different situations, not every CP plank is useful. 2. QUALITY ARGUMENTS- forces innovative CP's with more independent planks and textual competitiveness 3. Real world education- policy makers make amendments 4. Not a voter- reject the arg, not the team