Summary

• Objects (1 modified, 1 added, 0 removed)
  • Caselist.RoundClass[22]
  • Caselist.CitesClass[50]

Details

Caselist.RoundClass[22]

EntryDate

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1		-2016-12-19 00:01:09.149
	1	+2016-12-19 00:01:09.0

Caselist.CitesClass[50]

Cites

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	1	+Debaters should read substantively justified frameworks grounded in a normative starting point to combat and understand pre-fiat oppression. Consistency with the best liberation strategy for the oppressed requires a debate where we explain what this oppression is, how we react to it, and why it’s the only relevant impact. You literally say you shouldn’t waste time justifying why oppression is bad.
	2	+To clarify, my argument is not that we should debate whether or not oppression is bad but that debating the justifications is inescapable from solving oppression.
	3	+
	4	+Net Bens:
	5	+First, saying oppression is bad without normatively justifying it is insufficient. Connecting theory to the real world is key to produce social change. A non-reflective theory only reinforces stereotypes, turns their performance.
	6	+
	7	+Smith and Eaton:
	8	+Smith and Eaton“Role of reflection and praxis in community-based learning and social justice work” by Toby Smith and Marie Eaton http://cielearn.org/wp-content/themes/ciel/docs/Praxis_Social20Justice202-10.pdf
	9	+“If reflection is an
	10	+AND
	11	+text and our lives. ”
	12	+
	13	+Second, their use of educational spaces as a sites of empowerment places the judge into the role of the authoritarian adjudicator who molds students in accordance to a particular political end. This kills any conception of critical citizenship and turns their performance.
	14	+
	15	+Rickert:
	16	+Rickert Rickert, Thomas. ""Hands Up, You're Free": Composition in a Post-Oedipal World." JacOnline Journal
	17	+“An example of
	18	+AND
	19	+produced in class.” (299-300)
	20	+
	21	+Third, their unquestionable model to oppression that justifies itself through self-reference ensures a rigid vision of resistance where the judge prescribes the student an imperialist model of education – turns their performance.
	22	+
	23	+Rickert 2:
	24	+Rickert 2 Rickert, Thomas. ""Hands Up, You're Free": Composition in a Post-Oedipal World." JacOnline Journal
	25	+“This essay will employ
	26	+AND
	27	+to serve the other” (48)
	28	+
	29	+Rickert 1 and 2 Outweigh:
	30	+A. Analytic
	31	+B. Analytic
	32	+
	33	+Fourth, it destroys critical discussion if assumptions like those about oppression being bad are not justified.
	34	+
	35	+Foucault ‘84:
	36	+Foucault, Michel. "Polemics, Politics and Problematizations." In Essential Works of Foucault, edited by Paul Rabinow. Vol. 1 "Ethics". The New Press, 1998.
	37	+
	38	+In the serious play of questions
	39	+AND
	40	+by definition denied.
	41	+
	42	+This turns links to RW Advocacy:
	43	+a
	44	+b
	45	+c
	46	+
	47	+This all impacts back to their ROB:
	48	+a
	49	+b
	50	+
	51	+Which means drop the debater.

EntryDate

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	1	+2016-12-19 00:01:11.711

Judge

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	1	+Becca Traber

Opponent

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	1	+Clement HS NK

ParentRound

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	1	+22

Round

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	1	+5

Team

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	1	+Cy-Fair Welch Neg

Title

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	1	+1 Must Justify Oppression Is Bad Normatively

Tournament

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	1	+Strake Jesuit