Summary

• Objects (1 modified, 1 added, 0 removed)
  • Caselist.RoundClass[4]
  • Caselist.CitesClass[2]

Details

Caselist.RoundClass[4]

EntryDate

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1		-2016-10-26 23:29:49.456
	1	+2016-10-26 23:29:49.0

Caselist.CitesClass[2]

Cites

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	1	+(we don't endorse any gendered language used in the ACs cards)
	2	+
	3	+
	4	+=Pt 1: framework =
	5	+multiple reasons feminist epistemology trumps all other concerns in the round.
	6	+
	7	+
	8	+==framing ==
	9	+
	10	+
	11	+==== Ethical theorizing comes from the interaction of different ideas, but that can only occur meaningfully if we fix conditions that marginalize particular voices. Medina: ====
	12	+Foucault invites us to pay attention to the past and ongoing epistemic battles among competing power/knowledge frameworks that try to control a given field. Different fields—or domains of discursive interaction—contain particular discursive regimes with their particular ways of producing knowledge. In the battle among power/ knowledge frameworks, some come on top and become dominant while others are displaced and become subjugated. Foucault's methodology offers a way of exploiting that vibrant plurality of epistemic perspectives, which always contains some bodies of experiences and memories that are erased or hidden in the mainstream frameworks that become hegemonic after prevailing in sustained epistemic battles. What Foucault calls 'subjugated knowledges' are forms of experiencing and remembering that are pushed to the margins and rendered unqualified and unworthy of epistemic respect by prevailing and hegemonic discourses. Subjugated knowledges remain invisible to mainstream perspectives; they have a precarious subterranean existence that renders them unnoticed by most people and impossible to detect by those whose perspective has already internalized certain epistemic exclusions. And with the invisibility of subjugated knowledges, certain possibilities for resistance and subversion go unnoticed. The critical and emancipatory potential of Foucaultian genealogy resides in challenging established practice of remembering and forgetting by excavating subjugated bodies of experiences and memories, bringing to the fore the perspectives that culturally hegemonic practices have foreclosed.
	13	+Discussing critiques of individual actions within the nuclear power world should take priority – different methodological options are limited to those that are recognized by dominant epistemologies. we must take concrete steps to give the excluded a chance to participate in theorizing to begin with.
	14	+
	15	+
	16	+====Structural violence limits whom they apply to on the basis of unjustifiable conceptual categories. We need to create systems and focus on strategies to stop that and make our ethical categorizing meaningful. Winter and Leighton '99:====
	17	+Finally, to recognize the operation of structural violence forces us to ask questions about how and why we tolerate it, questions which often have painful answers for the privileged elite who unconsciously support it. A final question of this section ishow and why we allow ourselves to be so oblivious to structural violence. Susan Opotow offers an intriguing set of answers, in her article Social Injustice. She argues that our normal perceptual/cognitive processes divide people into in-groups and out-groups. Those outside our group lie outside our scope of justice. Injustice that would be instantaneously confronted if it occurred to someone we love or know is barely noticed if it occurs to strangers or those who are invisible or irrelevant. We do not seem to be able to open our minds and our hearts to everyone, so we draw conceptual lines between those who are in and out of our moral circle. Those who fall outside are morally excluded, and become either invisible, or demeaned in some way so that we do not have to acknowledge the injustice they suffer. Moral exclusion is a human failing, but Opotow argues convincingly that it is an outcome of everyday social cognition. To reduce its nefarious effects, we must be vigilant in noticing and listening to oppressed, invisible, outsiders. Inclusionary thinking can be fostered by relationships, communication, and appreciation of diversity.Like Opotow, all the authors in this section point out that structural violence is not inevitable if we become aware of its operation, and build systematic ways to mitigate its effects. Learning about structural violence may be discouraging, overwhelming, or maddening, but these papers encourage us to step beyond guilt and anger, and begin to think about how to reduce structural violence. All the authors in this section note that the same structures (such as global communication and normal social cognition) which feed structural violence, can also be used to empower citizens to reduce it.
	18	+And, feminist framework outweighs theory – complacency with status quo systems of power excludes non male debaters and judges from participating at the same level as their male counterparts, which is worse than any fairness skew on scope and severity and precludes education.
	19	+
	20	+
	21	+====Oppression to womxn is the root cause of other oppression and outweighs on scope, Hooks:====
	22	+Feminism: a transformational politic written by bell hooks. http://smashfacism.itgo.com/Feminism/transformational.html
	23	+And, solving the patriarchy is a pre-requisite to solving other modes of
	24	+AND
	25	+as part of the larger struggle to eradicate domination in all its forms.
	26	+
	27	+
	28	+====The role of the ballot is to resist the imposition of dominant ideology on marginalized groups in educational spaces. Trifonas 03 ====
	29	+Trifonas, Peter. PEDAGOGIES OF DIFFERENCE: RETHINKING EDUCATION FOR SOCIAL CHANGE. New York, London. 2003.
	30	+Domination and subordination, I imply that they are relations of power. In an
	31	+AND
	32	+silence, and marginalize individuals who are differently located in the educational process.
	33	+
	34	+
	35	+====Critical pedagogy necessitates focus on strategies to solve oppression – the resolution is a starting point for demanding solutions for oppression and reordering power structures. Giroux ====
	36	+"Higher education must be understood as a democratic public sphere - a space in which education enables students to develop a keen sense of prophetic justice, claim their moral and political agency, utilize critical analytical skills, and cultivate an ethical sensibility through which they learn to respect the rights of others. Higher education has a responsibility not only to search for the truth regardless of where it may lead, but also to educate students to make authority and power politically and morally accountable while at the same time sustaining a democratic, formative public culture. Higher education may be one of the few public spheres left where knowledge, values and learning offer a glimpse of the promise of education for nurturing public values, critical hope and a substantive democracy. Democracy places civic demands upon its citizens, and such demands point to the necessity of an education that is broad-based, critical, and supportive of meaningful civic values, participation in self-governance, and democratic leadership. Only through such a formative and critical educational culture can students learn how to become individual and social agents, rather than merely disengaged spectators, ~~must be~~ able both to think otherwise and to act upon civic commitments that demand a reordering of basic power arrangements fundamental to promoting the common good and producing a meaningful democracy.
	37	+
	38	+
	39	+====We must actively resist oppression otherwise we allow for a morally bankrupt education system. Debate needs to engage with solutions to material problems. Focus on ideal worlds or general theory is an abstraction that's just intellectual gymnastics used by the privileged to escape hard conversations, perpetuating oppression; judges need to take responsibility.====
	40	+Prefer the AC because any other paradigm would still result in a male dominated perspective where womxn have less or are less than men.
	41	+
	42	+
	43	+
	44	+=Pt 2: hegemonic masculinity=
	45	+
	46	+
	47	+====Masculine rationality is the root of all things nuclear power and subjugates anything regarded as non-male, ====
	48	+Bowling Et Al. "Strategy against Nuclear Power." Strategy against Nuclear Power. Canberra, 1986. Web. 02 Sept. 2016. https://www.uow.edu.au/~~bmartin/pubs/86sa.html.
	49	+Since 1977 the Australian anti-uranium movement has pinned many hopes on the election
	50	+AND
	51	+oppose nuclear power effectively requires addressing the structures in which it is embedded.
	52	+
	53	+
	54	+====The masculinity of nuclear power justifies it to a patriarchal society even when its unaffective ====
	55	+Gender and Nuclear Disarmament
	56	+Convenor: Felicity Hill NO DATE , Women's International League for Peace and Freedom
	57	+Speaker: Ray Acheson, Reaching Critical Will of the Women's International League for Peace
	58	+AND
	59	+of states and citizens: the total elimination of the world's nuclear arsenals.
	60	+
	61	+
	62	+=Pt 3: dehumanization=
	63	+
	64	+
	65	+====Conflict perpetuates dehumanization and legitimizes social exclusion====
	66	+Maiese, research staff at the Conflict Research Consortium, 03 (Michelle, July, Beyond Intractability, "Dehumanization", http://www.beyondintractability.org/essay/dehumanization, accessed 7-5-15, MAM)
	67	+Dehumanization is a psychological process whereby opponents view each other as less than human and
	68	+AND
	69	+norms of behavior regarding one's fellow man seem reasonable, or even necessary.
	70	+
	71	+
	72	+====Dehumanization outweighs all other impact – worse than death.====
	73	+Stein, PH.D, University of Oklahoma Health Sciences Center, 04 (Howard F., "Beneath the Crust of Culture: Psychoanalytic Anthropology and the Cultural Unconsciousness in American Life", p.89, MAM)
	74	+There is a considerable difference between the impact of human cruelty, a particular form
	75	+AND
	76	+totalitarian state or a totalitarian family. (pp. 202-203)
	77	+
	78	+
	79	+=AND the Plan: countries ought to prohibit the production of nuclear power in order to dismantle the patriarchal thinking it encapsulates.=
	80	+
	81	+
	82	+=And, the plan solves:=
	83	+
	84	+
	85	+
	86	+====The feminist methodology advances our understanding and is objectively better than other approaches====
	87	+Kronsell 06, Annica Assistant Professor of Political Science at the University of Lund, edited by Brooke A. Ackerly: Assistant Professor in the Department of Political Science at Vanderbilt University, Maria Stern: Lecturer and Researcher at the Department of Peace and Development Research, Goteborg University, and Jacqui True: Senior Lecturer in the Department of Political Studies at the University of Auckland, New Zealand, Feminist Methodologies of International Relations, 2006, Cambridge University.
	88	+In this chapter I have suggested that feminist theorizing about methodology should include a more
	89	+AND
	90	+that feminist voices are articulated and heard in scholarly discussions of international relations.
	91	+
	92	+
	93	+====The feminist question must be an explicit part of any policy discussion – it's the only hope of preventing violence ====
	94	+Enloe 04 ~~Cynthia: Professor of Women's Studies at Clark University, The Curious Feminist, page 129-130~~
	95	+Asking feminist questions openly, making them an explicit part of serious foreign policy discussion
	96	+AND
	97	+, both in the United States and abroad, an effective public voice.
	98	+
	99	+
	100	+==== ====
	101	+
	102	+
	103	+==== Gendered analysis is critical to comprehend and change the gender and power hierarchies that oppress people ====
	104	+Tickner 06 ~~Feminist Methodologies or International Relations, J. Ann Ticker: Professor, School of IR at USC, edited by Brooke A. Ackerly: Assistant Professor in the Department of Political Science at Vanderbilt University, Maria Stern: Lecturer and Researcher at the Department of Peace and Development Research, Goteborg University, and Jacqui True: Senior Lecturer in the Department of Political Studies at the University of Aucfkland, New Zealand, 2006, Cambridge University Press p. 21-22~~
	105	+Feminists claim no single standard of method of correctness or "feminist way" to
	106	+AND

EntryDate

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	1	+2016-10-26 23:29:51.462

Judge

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	1	+demarcus powell

Opponent

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	1	+greenhill mr

ParentRound

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	1	+4

Round

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	1	+2

Team

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	1	+Edmond North Condray Aff

Title

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	1	+SEPTOCT fem ac

Tournament

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	1	+st marx