Changes for page Cambridge Rindge Sussman Neg
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... ... @@ -1,0 +1,19 @@ 1 +====I affirm the 1AC without the use of poetry==== 2 + 3 +====Poetry is inaccessible to certain bodies—it may have some great personal value, but we should not force students to engage with it, especially as a survival strategy—it is those expectations that drive individuals with learning disabilities out of communities==== 4 +Philip **Schultz '11** ~~a Pulitzer Prize winning poet who struggles with dyslexia~~.. "Words Failed, Then Saved Me." Sunday Review, NYTimes. September 3rd 2011. 5 +So this summer's news that research is increasingly tying dyslexia not just to reading, 6 +AND 7 +about. But poetry should be a matter of passion, not survival. 8 + 9 +====These linguistic considerations matter==== 10 +Lydia **Brown '14** ~~I am autistic, disabled, and proud! I have a variety of experience in grassroots organizing, public policy advocacy, and outreach on disability rights issues. Policy Analyst for ASAN. "Violence in Language: Circling Back to Linguistic Ableism." 2/11/2014. AutisticHOYA. http://www.autistichoya.com/2014/02/violence-linguistic-ableism.html 11 +As important as it is to recognize and uncover the violence of linguistic ableism ( 12 +AND 13 +, and racism are embedded in language. This is the same process. 14 + 15 +====Ableism is a tactic of oppression that permeates all forms of discrimination - categorization based on normative biological standards justifies every form of discrimination and violence==== 16 +**Siebers 10** (Tobin, professor of English, University of Michigan, Disability Aesthetics, pgs 23-28) 17 +Disqualification as a symbolic process removes individuals from the ranks of quality human beings, 18 +AND 19 +represents at this moment in time the final frontier of justifiable human inferiority. - EntryDate
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