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... ... @@ -1,113 +1,0 @@ 1 -The Role of the Judge is to Promote Critical Education, which means they must enhance our potential to uncover biases and oppression in dominant thinking 2 - 3 - 4 -Judges can uniquely make debate a way to challenge social norms. 5 -Giroux writes: Giroux, Henry. Waterbury Chair Professor, Pennsylvania State University “Critical Pedagogy and the Postmodern/Modern Divide: Towards a Pedagogy of Democratization.” Teacher Education Quarterly, Winter 2004. CH 6 - 7 -The search for 8 -AND 9 -and gendered inequalities. 10 - 11 -The Role of the Ballot is to Endorse the Best Liberation Strategy for the Oppressed. 12 - 13 - 14 -1 States can’t focus on abstract, overarching theories but should do what’s right because it’s the right thing to do– political philosophy should analyze particular injustice when deciding what action to take. 15 - 16 -Raz: Raz, Joseph Faculty, Columbia Law School “Multiculturalism: A Liberal Perspective.” Multiculturalism. Winter 1994. RP 17 - 18 -Political philosophy does 19 -AND 20 -heading for disaster. 21 - 22 -2 Aggregating interests is the only way to account for the equality of all beings. 23 -David Cummiskey Associate prof of philo @ UChicago, “Kantian Consequentialism”, University of Chicago Press, Ethics, Vol. 100, No. 3 (Apr., 1990), pp. 586-615, BE 24 -We must not 25 -AND 26 -to benefit others. 27 - 28 -Countries ought to prohibit the production of nuclear power. 29 - 30 -WNN writes: World Nuclear News Source that writes about news affecting nuclear power and nuclear weapons “Proposal for financing German nuclear phase-out.” WNN, April 2016. RP 31 - 32 -Following the Fukushima 33 -AND 34 -markets Stefan Dohler. 35 - 36 - 37 -Advantage 1: The War Against Workers 38 -Nuclear power frequently place workers in harm’s way, exploiting their financial vulnerability by actively misleading them about the risks they face. 39 -Alldred shows: Alldred, Mary. Ph.D. candidate, Stony Brook Ecology Department “Environmental Injustice in Siting Nuclear Plants.” Environmental Injustice, Volume 2 (Number 2), 2009. RP 40 - 41 -In stages (2)–(5) of 42 -AND 43 -dose of 50 mSv. Bracketed for clarity 44 - 45 -The nuclear industry pays off state officials to cover up nuclear power’s risks, fabricating studies on the safety of plants. 46 - 47 - 48 -Shrader-Frechette: Shrader-Frechette, Kristin. O’Neill Family Professor, University of Notre Dame “Answering ‘Scientific Attacks’ on Ethical Imperatives: Wind and Solar Versus Nuclear Solutions to Climate Change.” Ethics and the Environment Volume 18, Number 1, Spring 2013. RP 49 - 50 -Part of the 51 -AND 52 -use renewable energy. 53 - 54 -These cover ups are DELIBERATE ATTEMPTS by the state – they want people to just return to jobs, providing labor. 55 -Cousins notes: Cousins, Elicia Researcher, Carleton College, Claire Karban, Fay Li, and Marianna Zapanta. “Nuclear Power and Environmental Justice.” Carleton College, Environmental Studies Comprehensive Project, no date. RP 56 - 57 -Those who experience 58 -AND 59 -the Chernobyl zone: 60 - 61 -A ban is key ~-~- mere regulations get are ineffective and get circumvented, so nothing short of prohibition solves. 62 -Ross shows: Ross, Timothy J. Professor of Civil Engineering, University of New Mexico “Avoiding Apocalypse: Congress Should Ban Nuclear Power.” UB Law, Fall 2011. RP 63 - 64 -Currently, the NRC 65 -AND 66 -the general public. 67 - 68 -Advantage 2: Resisting Racism 69 -Every stage of nuclear production is tied to colonialism – the government mines on areas they think of as wastelands. 70 -Endres 1: Endres, Danielle Department of Communication, University of Utah “From Wasteland to Waste Site: The Role of Disocurse In Nuclear Power’s Environmental Injustice.” Routledge, November 2009. RP 71 - 72 -In addition to 73 -AND 74 -and tailing piles. 75 - 76 - 77 -Nuclear power is anti-black; states place reactors near minority communities they deem disposable, continuing the legacy of slavery. 78 - 79 -Mangano writes: Mangano, Joseph J. Contributor, The Nation “Reactors and Racism.” The Nation. August 2005. RP 80 - 81 -The Entergy Nuclear 82 -AND 83 -most vulnerable members. 84 - 85 -These forms of exploitation prime society for mass death and killings, and eventually extinction. 86 - 87 -Scheper-Hughes writes: (Prof of Anthropology @ Cal-Berkely; Prof of Anthropology @ UPenn) (Nancy and Philippe, Introduction: Making Sense of Violence, in Violence in War and Peace, pg. 19-22) 88 - 89 -This large and 90 -AND 91 -feelings of victimization). 92 - 93 -A ban solves and encourages renewables ~-~- shift away from nuclear is inevitable due to decreasing uranium supply – banning nuclear power is key to jumpstart the renewable industry. 94 - 95 -Schönau: Electricity Schönau. German Power Company “100 Good Reasons Against Nuclear Power.” 2009. RP 96 - 97 -Nuclear power is 98 -AND 99 -with relevant references. 100 - 101 -A ban solves – Germany proves that renewables can make up for coal and nuclear – nuclear BLOCKS renewables since base load power prevents the growth of a decentralized grid. 102 -Thomas et al: Steve Thomas, Antony Frogatt, Mycle Schneider Contributors, World Nuclear Report “Nuclear Power in a Post-Fukushima World 25 Years After the Chernobyl Accident.” World Nuclear Industry Status Report. 2011. RP 103 - 104 -“If someone declares 105 -AND 106 -to the “prosumer.” 107 - 108 -Bans LAY THE FOUNDATION for a cultural shift away from nuclear and towards renewables. The neg is the REASON that hasn’t happened. 109 -Klein: Klein, Naomi. Social Activist This Changes Everything: Capitalism vs. the Climate. New York: Simon and Schuster, 2014. RP 110 - 111 -And yet it 112 -AND 113 -displaced fossil fuels. - EntryDate
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... ... @@ -1,0 +1,99 @@ 1 +The Role of the Judge is to Promote Critical Education, which means they must enhance our potential to uncover biases and oppression in dominant thinking. 2 +Judges can uniquely make debate a way to challenge social norms. 3 +Giroux writes: Giroux, Henry. Waterbury Chair Professor, Pennsylvania State University “Critical Pedagogy and the Postmodern/Modern Divide: Towards a Pedagogy of Democratization.” Teacher Education Quarterly, Winter 2004. CH 4 + 5 +The search for 6 +AND 7 +and gendered inequalities. 8 + 9 +The Role of the Ballot is to Endorse the Best Liberation Strategy for the Oppressed. 10 + 11 + 12 +Debate should deal with material harms – oppression is bad regardless of the ethical theory, and we should focus on specific ways to resolve it. 13 + 14 + 15 +Curry: Curry, Tommy J. Ph.D., Associate Professor of Philosophy, Texas A and M University “The Cost of a Thing: A Kingian Reformulation of a Living Wage Argument in the 21st Century.” Victory Briefs, January/February 2015. KK 16 + 17 +Despite the pronouncement 18 +AND 19 +before abstraction occurs.5 20 + 21 +Part 2: Nuclear Apartheid 22 + 23 +Though South Africa is the only African country with nuclear power, the whole continent is trying to develop it. 24 +Luke shows: Luke, Ronke. Contributor, Oil Price “Africa Banking On Nuclear Power.” Oil Price, October 2015. RP 25 + 26 +It’s no secret 27 +AND 28 +nuclear plant operations. 29 + 30 +Russia is pressuring South Africa to increase NP production, encouraging corruption. 31 + 32 +Winkler writes: Winkler, Hartmut Professor of Physics, University of Johannesburg “Why South Africa should not build eight new nuclear power stations.” The Conversation, November 2015. RP 33 + 34 +But in late A 35 +ND 36 +dubbed “Nuclear 1”. 37 + 38 +The goal of nuclear expansion in Africa is rooted in colonialism: Western elites initially pressured South Africa to “join the nuclear club.” 39 + 40 +Adam 1: Adam, Ferrial. Contributor, Greenpeace “The True Cost of Nuclear Power in South Africa.” Greenpeace, August 2011. RP 41 + 42 +South Africa might 43 +AND 44 +came to power. 45 + 46 +And colonialism continues: the West perpetuates false needs, convincing other countries they need to participate in global capitalism. 47 +Marcuse shows: Marcuse, Herbert. German philosopher, Frankfurt School One-Dimensional Man: Studies in the Ideology of Advanced Industrial Society. Beacon, 1964. RP 48 + 49 +I should like 50 +AND 51 +of primary accumulation. 52 + 53 +The result is a system of modern-day apartheid and environmental racism. 54 +Chen: Chen, Michelle. Contributor, Colorlines “The Radioactive Racism Behind Nuclear Energy.” Colorlines, March 2011. RP 55 + 56 +One would think 57 +AND 58 + of our country". 59 + 60 +Thus, the Plan: The African Union’s member countries ought to prohibit the production of nuclear power. 61 + 62 + 63 +WISE explains Greenpeace’s advocacy: WISE Amsterdam. “Stop Nuclear Power in Africa.” Wiseinternational.org, June 15, 2012. CH 64 + 65 +Article On May 66 +AND 67 +is too late.” 68 + 69 +Part 3: Freedom 70 +1 Banning nuclear power is key to South Africa and other states to access sovereignty. A shift to renewables is the likely outcome. 71 + 72 + 73 +Winkler: Winkler, Hartmut. Professor of Physics, University of Johannesburg “Why South Africa Should Not Build Eight New Nuclear Power Stations.” The Conversation, November 2015. RP 74 + 75 +The expansion of 76 +AND 77 +at earliest 2035). 78 + 79 +In fact, banning nuclear is a necessary first step to growing renewables – South Africa doesn’t even GET ENERGY FROM NUCLEAR due to failed builds. 80 + 81 +Adam 2: Adam, Ferrial. Contributor, Greenpeace “The True Cost of Nuclear Power in South Africa.” Greenpeace, August 2011. RP 82 + 83 +South Africa spent 84 +AND 85 + the infamous ‘load shedding’ 86 + 87 +Yet banning nuclear leads African states to use the renewables already available. 88 +Adam 3: Adam, Ferrial. Contributor, Greenpeace “The True Cost of Nuclear Power in South Africa.” Greenpeace, August 2011. RP 89 + 90 +South Africa has AND 91 +renewable energy-based society. 92 + 93 +2 Nothing short of a ban solves – regulations won’t work and are empirically circumvented. 94 + 95 +Adam 4: Adam, Ferrial. Contributor, Greenpeace “The True Cost of Nuclear Power in South Africa.” Greenpeace, August 2011. RP 96 + 97 +Every country with 98 +AND 99 +Water and Environment.115 - EntryDate
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... ... @@ -1,0 +1,112 @@ 1 +The Role of the Judge is to Promote Critical Education, which means they must enhance our potential to uncover biases and oppression in dominant thinking 2 + 3 + 4 +Judges can uniquely make debate a way to challenge social norms. 5 +Giroux writes: Giroux, Henry. Waterbury Chair Professor, Pennsylvania State University “Critical Pedagogy and the Postmodern/Modern Divide: Towards a Pedagogy of Democratization.” Teacher Education Quarterly, Winter 2004. CH 6 + 7 +The search for 8 +AND 9 +and gendered inequalities. 10 + 11 +The Role of the Ballot is to Endorse the Best Liberation Strategy for the Oppressed. 12 + 13 + 14 +1 States can’t focus on abstract, overarching theories but should do what’s right because it’s the right thing to do– political philosophy should analyze particular injustice when deciding what action to take. 15 + 16 +Raz: Raz, Joseph Faculty, Columbia Law School “Multiculturalism: A Liberal Perspective.” Multiculturalism. Winter 1994. RP 17 + 18 +Political philosophy does 19 +AND 20 +heading for disaster. 21 + 22 +2 Aggregating interests is the only way to account for the equality of all beings. 23 +David Cummiskey Associate prof of philo @ UChicago, “Kantian Consequentialism”, University of Chicago Press, Ethics, Vol. 100, No. 3 (Apr., 1990), pp. 586-615, BE 24 +We must not 25 +AND 26 +to benefit others. 27 + 28 +Countries ought to prohibit the production of nuclear power. 29 + 30 +WNN writes: World Nuclear News Source that writes about news affecting nuclear power and nuclear weapons “Proposal for financing German nuclear phase-out.” WNN, April 2016. RP 31 + 32 +Following the Fukushima 33 +AND 34 +markets Stefan Dohler. 35 + 36 + 37 +Advantage 1: The War Against Workers 38 +Nuclear power frequently place workers in harm’s way, exploiting their financial vulnerability by actively misleading them about the risks they face. 39 +Alldred shows: Alldred, Mary. Ph.D. candidate, Stony Brook Ecology Department “Environmental Injustice in Siting Nuclear Plants.” Environmental Injustice, Volume 2 (Number 2), 2009. RP 40 + 41 +In stages (2)–(5) of 42 +AND 43 +dose of 50 mSv. Bracketed for clarity 44 + 45 +The nuclear industry pays off state officials to cover up nuclear power’s risks, fabricating studies on the safety of plants. 46 + 47 +Shrader-Frechette: Shrader-Frechette, Kristin. O’Neill Family Professor, University of Notre Dame “Answering ‘Scientific Attacks’ on Ethical Imperatives: Wind and Solar Versus Nuclear Solutions to Climate Change.” Ethics and the Environment Volume 18, Number 1, Spring 2013. RP 48 + 49 +Part of the 50 +AND 51 +use renewable energy. 52 + 53 +These cover ups are DELIBERATE ATTEMPTS by the state – they want people to just return to jobs, providing labor. 54 +Cousins notes: Cousins, Elicia Researcher, Carleton College, Claire Karban, Fay Li, and Marianna Zapanta. “Nuclear Power and Environmental Justice.” Carleton College, Environmental Studies Comprehensive Project, no date. RP 55 + 56 +Those who experience 57 +AND 58 +the Chernobyl zone: 59 + 60 +A ban is key ~-~- mere regulations get are ineffective and get circumvented, so nothing short of prohibition solves. 61 +Ross shows: Ross, Timothy J. Professor of Civil Engineering, University of New Mexico “Avoiding Apocalypse: Congress Should Ban Nuclear Power.” UB Law, Fall 2011. RP 62 + 63 +Currently, the NRC 64 +AND 65 +the general public. 66 + 67 +Advantage 2: Resisting Racism 68 +Every stage of nuclear production is tied to colonialism – the government mines on areas they think of as wastelands. 69 +Endres 1: Endres, Danielle Department of Communication, University of Utah “From Wasteland to Waste Site: The Role of Disocurse In Nuclear Power’s Environmental Injustice.” Routledge, November 2009. RP 70 + 71 +In addition to 72 +AND 73 +and tailing piles. 74 + 75 + 76 +Nuclear power is anti-black; states place reactors near minority communities they deem disposable, continuing the legacy of slavery. 77 + 78 +Mangano writes: Mangano, Joseph J. Contributor, The Nation “Reactors and Racism.” The Nation. August 2005. RP 79 + 80 +The Entergy Nuclear 81 +AND 82 +most vulnerable members. 83 + 84 +These forms of exploitation prime society for mass death and killings, and eventually extinction. 85 + 86 +Scheper-Hughes writes: (Prof of Anthropology @ Cal-Berkely; Prof of Anthropology @ UPenn) (Nancy and Philippe, Introduction: Making Sense of Violence, in Violence in War and Peace, pg. 19-22) 87 + 88 +This large and 89 +AND 90 +feelings of victimization). 91 + 92 +A ban solves and encourages renewables ~-~- shift away from nuclear is inevitable due to decreasing uranium supply – banning nuclear power is key to jumpstart the renewable industry. 93 + 94 +Schönau: Electricity Schönau. German Power Company “100 Good Reasons Against Nuclear Power.” 2009. RP 95 + 96 +Nuclear power is 97 +AND 98 +with relevant references. 99 + 100 +A ban solves – Germany proves that renewables can make up for coal and nuclear – nuclear BLOCKS renewables since base load power prevents the growth of a decentralized grid. 101 +Thomas et al: Steve Thomas, Antony Frogatt, Mycle Schneider Contributors, World Nuclear Report “Nuclear Power in a Post-Fukushima World 25 Years After the Chernobyl Accident.” World Nuclear Industry Status Report. 2011. RP 102 + 103 +“If someone declares 104 +AND 105 +to the “prosumer.” 106 + 107 +Bans LAY THE FOUNDATION for a cultural shift away from nuclear and towards renewables. The neg is the REASON that hasn’t happened. 108 +Klein: Klein, Naomi. Social Activist This Changes Everything: Capitalism vs. the Climate. New York: Simon and Schuster, 2014. RP 109 + 110 +And yet it 111 +AND 112 +displaced fossil fuels. - EntryDate
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... ... @@ -1,0 +1,93 @@ 1 +The Role of the Judge is to Promote Critical Education for ALL Debaters 2 + 3 +Squo hurts crit thought 4 +Giroux, Henry. Waterbury Chair Professor, Pennsylvania State University "The Curse of Totalitarianism and the Challenge of Critical Pedagogy." Philosophersforchange.org, October 13, 2015. BE 5 +The forces of 6 +AND 7 +A vibrant democracy 8 + 9 +The Role of the Ballot is to Endorse the More Productive Liberation Strategy for the Oppressed. 10 + 11 +Lib starts are bottom up 12 +Freire, Pauolo. Ph.D., Philosophy “Pedagogy of the Oppressed.” 1968. CH 13 +The “fear of 14 +AND 15 +Manifestations of dehumanization 16 + 17 +Lib start must be tangible 18 +Giroux, Henry. Waterbury Chair Professor, Pennsylvania State University “Beyond Dystopian Visions in the Age of Neoliberal Authoritarianism.” Truthout, November 4, 2015. BE 19 +In this instance 20 +AND 21 +Can do more 22 + 23 +Racial violence is police norm 24 +Sabo, Samantha University of Arizona, Susan Shawb, Maia Ingrama, Nicolette Teufel-Shonec, Scott Carvajala, Jill Guernsey de Zapiena, Cecilia Rosalesd, Flor Redondoe, Gina Garciae, Raquel Rubio-Goldsmithf. b University of Arizona, College of Social and Behavioral Sciences, School of Anthropology, United States c University of Arizona, Mel and Enid Zuckerman College of Public Health, Division of Health Promotion Science, United States d University of Arizona, Mel and Enid Zuckerman College of Public Health, Division of Community, Environment, and Policy, United States e Campesinos Sin Fronteras, United States f University of Arizona, Mexican American Studies and Research Center, United States “Everyday Violence, Structural Racism, and Mistreatment at the US–Mexico Border.” Social Science and Medicine, Volume 109, May 2014. BE 25 +Everyday violence came 26 +AND 27 +And across generations 28 +QI protects police 29 + 30 +Wright, Sam. Contributor, Above the Law “Want to Fight Police Misconduct? Reform Qualified Immunity.” Above the Law, November 2015. RP 31 +Recently, police have 32 +AND 33 +Just a start 34 + 35 +QI lets police off without repercussion 36 +Margulies, Peter. Professor of Law, Roger Williams University “Noncitizens’ Remedies Lost?: Accountability for Overreaching in Immigration Enforcement.” FIU Law Review, 2011. BE 37 +The specificity two 38 +AND 39 +Incentivizes reckless behavior 40 + 41 +QI stop victims from going to court 42 +Pattis, Norman. Connecticut-based trial lawyer “Qualified Immunity and The Police State.” Pattis Blog, October 2016. RP 43 +A man calls 44 +AND 45 +Even realize it 46 + 47 +Thus the plan: 48 +The United States ought to limit qualified immunity, or “QI,” for police officers through a sliding-scale model 49 +Margulies, Peter. Professor of Law, Roger Williams University “Noncitizens’ Remedies Lost?: Accountability for Overreaching in Immigration Enforcement.” FIU Law Review, 2011. BE 50 +Fortunately, case law 51 +AND 52 +Should trigger deference 53 +OR 54 + 55 +Civil suit expose misconduct 56 +Bernick, Evan. Contributor, Foundation for Economic Education “To Hold Police Accountable, Don’t Give Them Immunity.” Foundation for Economic Education, April 2015. RP 57 +Qualified Immunity shields 58 +AND 59 +Needs to happen 60 + 61 +Aff has direct impact on officers 62 +Marque-Anthony. Contributor, ThyBlackMan “The Strategic Plan To End Police Brutality.” ThyBlackMan, July 2016. RP 63 +Officers rarely feel 64 +AND 65 +Seminars and workshops 66 + 67 +Scale lets PO do job and stop excessive force 68 +Carvalho, Ambar. J.D., Emory University School of Law (2008); B.S., Stanford University (2005) “The Sliding Scale Approach to Protecting Nonresident Immigrants Against the Use of Excessive Force in Violation of the Fourth Amendment.” Emory International Law Review, 2008. BE 69 +Due to the 70 +AND 71 +Of their visit 72 + 73 +Limit QI likely to give liberation 74 +Keffer, Bradley, and Scott Barnhart. Partners, Keffer Barnhart LLP “Inbox: Lawyers Question Use of Qualified Immunity for Police.” The Indiana Lawyer, December 2014. RP 75 +However, if qualified 76 +AND 77 +Limited by law 78 + 79 +Ind cit need to sue for lib 80 +Wright, Sam. Contributor, Above the Law “Want to Fight Police Misconduct? Reform Qualified Immunity.” Above the Law, November 2015. RP 81 +As usual, I’ve 82 +AND 83 +In the courts 84 + 85 +QI gives ppl their day in court, confronting pessimism 86 +Smith, Ethan Indigo. Contributor, Mintpress News “Oligarchy, Police State, and The War On Individualism.” Mintpress News, March 2015. RP 87 +All the social 88 +AND 89 +More frequently so. 90 +HE ADDS: 91 +The documentary “the 92 +AND 93 +Declaration of independence - EntryDate
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... ... @@ -1,0 +1,121 @@ 1 +I affirm and value Just State Action, meaning government policy that treats people as they deserve. 2 +Since people use their reasoning to form states, we look to individuals’ moral capacities first. As all action results from our ability to reflect, recognizing self-awareness is the basis of all philosophy. 3 + 4 +Wood 1: Allen W. Wood. "Fichte's Philosophy of Right and Ethics," forthcoming in Günter Zöller (ed). The Cambridge Companion to Fichte. New York: Cambridge University Press. CH 5 + 6 +Fichte's Wissenschaftslehre is 7 +AND 8 +latter "real" activity (GA I/2:402-404. SK 236-238). 9 + 10 +Next, the self-awareness that gives us the freedom to act also demands that we recognize others’ freedom and choices. 11 +Wood 2: Allen W. Wood. "Fichte's Philosophy of Right and Ethics," forthcoming in Günter Zöller (ed). The Cambridge Companion to Fichte. New York: Cambridge University Press. CH 12 + 13 +The condition for 14 +AND 15 +the external world (GA I/3:409). 16 + 17 +Thus, the standard is Respecting Moral Agency. Respecting Moral Agency means viewing both oneself and others as capable of making ethically important choices. This is a means-based standard: I look to whether actions are consistent with the goals of moral agency, not whether outcomes increase it. 18 +Prefer this standard, since: 19 + 20 + 21 +1 People need to respect agency to achieve any other goods. 22 +Kuhler 1: Kuhler, Michael. “Autonomy and The Self,” Wilhelms University, Munster, November 2010. SR 23 + 24 +Surely, there are 25 +AND 26 +precedes the self. 27 + 28 +2 Respecting agency recognizes distinct groups’ needs without taking a race- or gender-free approach. 29 +Fraser: Fraser, Nancy. Professor on the Graduate Faculty of Political and Social Science, New School for Social Research “Social Justice in the Age of Identity Politics: Redistribution, Recognition, and Participation.” The Tanner Lectures on Human Values, Stanford University, April 30-May 2, 1996. CH 30 + 31 +For practical purposes, 32 +AND 33 +do distributive inequities. 34 + 35 + 36 +I advocate that the United States federal government ought to limit qualified immunity, or “QI,” for police officers. 37 +Wright shows: Wright, Sam. Public Interest Lawyer “Want to Fight Police Misconduct? Reform Qualified Immunity.” Above the Law, Nov. 2015. MZ 38 + 39 +To bring about 40 +AND 41 +in the courts? 42 + 43 +Advantage 1: Giving Voice to Victims 44 +U.S. police show consistent and overt racism, disproportionately harming Blacks. 45 +Makarechi: Makarechi, Kia. Senior Editor of Mobile and Innovations, The Huffington Post “What the Data Really Says About Police and Racial Bias.” Vanity Fair, July 14, 2016. CH 46 + 47 +A study 48 +AND 49 +searched without consent. 50 +Yet QI typically protects those who commit such misconduct simply due to who commits it. 51 +Bernick 1: Bernick, Evan Contributor, Foundation for Economic Education “To Hold Police Accountable, Don’t Give Them Immunity.” Foundation for Economic Education. April 2015. RP 52 + 53 +But for decades, 54 +AND 55 +“shall be liable.” 56 + 57 + 58 +By barring victims from suing police, QI denies their status as moral agents. Instead, harming victims becomes just a “cost of doing business.” 59 + 60 +Temple Law: Temple Law. “Accountability for Government Misconduct: Limiting Qualified Immunity and the Good Faith Defense.” Temple Law Review, Vol. 49, 1976. MZ 61 + 62 +No matter what 63 +AND 64 +of civil liberties. 65 + 66 +Turning away from rights abuses is a form of complicity that actively dehumanizes victims. 67 +Kahn: Kahn, DT. “Bystander Intervention and Norm Shifting: A Social Psychological Research Overview,” 2011. EB 68 + 69 +In order to 70 +AND 71 +illustrated in Figure 1. 72 + 73 +In contrast, the aff gives victims the agency to confront their oppressors themselves. 74 +Wright: Wright, Sam. Contributor, Above the Law “Want to Fight Police Misconduct? Reform Qualified Immunity.” Above the Law, November 2015. RP 75 + 76 +As usual, I’ve 77 +AND 78 +needs to change. 79 + 80 +And civil suits uniquely recognize that all people deserve their day in court, respecting agency. 81 +Nixa: Nixa, Dan. Civil Rights Attorney “On the Importance of Civil Rights Lawsuits.” Chicagocivilrightslaw.com, May 6, 2016. CH 82 + 83 +While civil rights 84 +AND 85 + we are now. 86 + 87 +Advantage 2: Destroying Double-Standards 88 +QI gives police an excuse for participating in even the most horrific injustices: like Nazi officers’ Nuremberg defense that they were “just following orders,” police can oppress the innocent and say they were “just doing their job.” Indeed, QI creates a double-standard, letting police get away with acts that would deemed reprehensible if another actor did them. 89 +Heller: Heller, Jacob. J.D. Candidate, Stanford Law School “Abominable Acts.” Vermont Law Review, Vol. 34:311, 2010. LC 90 + 91 +In these cases, 92 +AND 93 +of civilized law. 94 + 95 +Indeed, QI sets a precedent that putting on a police hat absolves people of their most basic moral duties. 96 +Grigg: Grigg, William N. Contributor, Pro Libertate “‘Qualified Immunity’ – A License to Commit Criminal Violence?” Pro Libertate, October 2013. RP 97 + 98 +There is no 99 +AND 100 +in other states. 101 + 102 +Yet moral obligations transcend specific roles, as they come from fundamental humanity; the same basic norms apply to all actors, regardless of who they are. 103 +DeGeorge notes: De George, Richard T. University Distinguished Professor of Philosophy, University of Kansas Business Ethics. Upper Saddle River, New Jersey: Prentice Hall, Inc., 1999. CH 104 + 105 +Because people are 106 +AND 107 +to be moral. 108 + 109 +In contrast, the aff exposes police misconduct, calling attention to the agent behind the action. 110 +Bernick 2: Bernick, Evan. Contributor, Foundation for Economic Education “To Hold Police Accountable, Don’t Give Them Immunity.” Foundation for Economic Education, April 2015. RP 111 + 112 +Qualified immunity shields 113 +AND 114 + needs to happen? 115 + 116 +And this is true regardless of the lawsuit’s outcome. What matters is the ability to bring a suit, not the results. Affirming makes that possible. 117 +Armacost: Armacost, Barbara E. Associate Professor, University of Virginia School of Law “Qualified Immunity: Ignorance Excused.” Vanderbilt Law Review, 1998. RP 118 + 119 +Turning to section 120 +AND 121 +kinds of rights: - EntryDate
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... ... @@ -1,0 +1,90 @@ 1 +Part 1 is the Framework 2 +The Role of the Judge is to Promote Critical Thinking 3 + 4 +Fighting oppression requires judges to help make debate a place to challenge social norms. 5 +Giroux 1: Giroux, Henry. Waterbury Chair Professor, Pennsylvania State University "The Curse of Totalitarianism and the Challenge of Critical Pedagogy." Philosophersforchange.org, October 13, 2015. BE 6 + 7 +The forces of 8 +AND 9 +a vibrant democracy. 10 + 11 +The Role of the Ballot is to Endorse the More Productive Liberation Strategy for the Oppressed. 12 + 13 +Bottom-up approaches are key 14 +Giroux 2: Giroux, Henry. Waterbury Chair Professor, Pennsylvania State University "The Curse of Totalitarianism and the Challenge of Critical Pedagogy." Philosophersforchange.org, October 13, 2015. RP 15 + 16 +At a time 17 +AND 18 +working at all. 19 + 20 +Part 2: Kept on the Inside 21 +Speech codes make students SIT DOWN AND SHUT UP. 22 +Ahmari: Ahmari, Sohrab. Assistant Books Editor, The Wall Street Journal “How Free Speech Died on Campus.” The Wall Street Journal, November 16, 2012. BE 23 + 24 +At Northeastern University, 25 +AND 26 +means protecting dissenters." 27 + 28 +Speech restrictions have a spillover effect 29 +Strossen 1: Strossen, Nadine. John Marshall Harlan II Professor of Law, New York Law School “Regulating Racist Speech on Campus: A Modest Proposal?” Duke Law Journal, 484-573, 1990. BE 30 + 31 +The experience with 32 +AND 33 +and worth revering.191 34 + 35 +Empirics confirm college codes are only enforced against minorities. 36 +ACLU 1: The American Civil Liberties Union. “Hate Speech on Campus,” American Civil Liberties Union, 2016. RP 37 +A: Historically, defamation laws 38 +AND 39 +we'll be next." 40 + 41 +They mobilize the alt right 42 +Carle: Carle, Robert. Professor of Theology, the King’s College, New York “How the American Academy Helped Create the Alt-Right.” The Federalist, December 2016. RP 43 + 44 +American academics are 45 +AND 46 +of ideological conformity.” 47 + 48 +Advocacy: Public colleges and universities in the United States ought not restrict any constitutionally protected free speech. 49 +Kurtz: Kurtz, Stanley. Contributor, National Review “A Plan to Restore Free Speech on Campus.” The Corner, December 2015. RP 50 + 51 +First: Colleges and 52 +AND 53 +pre-existing speech codes. 54 + 55 +Part 3: Let the Words Fall Out 56 +Deregulating campus speech sets valuable legal precedents. 57 + 58 +ACLU 2: The American Civil Liberties Union. “Hate Speech on Campus,” American Civil Liberties Union, 2016. BE 59 + 60 +A: Free speech rights 61 +AND 62 +of the peace." 63 + 64 +And only OPEN DIALOGUE gets students to demand liberation THEMSELVES 65 +DeBrabander: DeBrabander, Firmin. Associate Professor of Philosophy, Maryland Institute College of Art “Do Guns Make Us Free?: Democracy and the Armed Society.” Yale University Press, May 19, 2015. BE 66 + 67 +The famed education 68 +AND 69 +be lectured to. 70 + 71 +Meanwhile, speech codes DEMOBILIZE ACTION 72 +Strossen 2: Strossen, Nadine. John Marshall Harlan II Professor of Law, New York Law School “Regulating Racist Speech on Campus: A Modest Proposal?” Duke Law Journal, 484-573, 1990. BE 73 + 74 +There is a 75 +AND 76 +follow from it.39 5 77 + 78 +In fact, free speech is key to students learning to REJECT oppressive views. 79 +Leonard: Leonard, James. Professor of Law, Ohio Northern University “Killing with Kindness: Speech Codes in the American University.” Ohio Northern University Law Review. Volume 19, 1993. RP 80 + 81 +Perhaps the archetypal 82 +AND 83 +has aged well. 84 + 85 +Indeed, free campus speech is UNIQUELY key to liberation and activism 86 +Puzder: Puzder, Andy. Chief Executive Officer, CKE Restaurants “The Importance of Free Speech on Campus.” Real Clear Politics, December 2015. RP 87 + 88 +As a former 89 +AND 90 +to do so. - EntryDate
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... ... @@ -1,0 +1,88 @@ 1 +Part 1 is the Framework 2 +People are inherently equal at birth, so systemic exclusion of particular groups arbitrarily denies due. 3 +Winter and Leighton: Winter, Deborah DuNann Professor of Psychology, Whitman College, and Dana C. Leighton, Ph.D. Assistant Professor of Psychology, Southern Arkansas University. “Peace, Conflict, and Violence: Peace Psychology in the 21st Century.” New York: Prentice Hall, 2001. BE 4 + 5 +Finally, to recognize 6 +AND 7 +building lasting peace. 8 + 9 +Since justice requires rectifying actual mistreatment, we should address material conditions of violence first. 10 +Pappas: Pappas, Gregory Fernando. Texas AandM University “The Pragmatists’ Approach to Injustice.” The Pluralist, Volume 11, Number 1, Spring 2016. BE 11 + 12 +In Experience and 13 +AND 14 + to each patient. 15 + 16 +The standard is Promoting Social Equality. Promoting Social Equality means increasing all peoples’ ability to have a say in the conditions that govern them. 17 + 18 +Part 2: Kept on the Inside 19 +Speech codes make students SIT DOWN AND SHUT UP. 20 +Ahmari: Ahmari, Sohrab. Assistant Books Editor, The Wall Street Journal “How Free Speech Died on Campus.” The Wall Street Journal, November 16, 2012. BE 21 + 22 +At Northeastern University, 23 +AND 24 +means protecting dissenters." 25 + 26 +Speech restrictions have a spillover effect 27 +Strossen 1: Strossen, Nadine. John Marshall Harlan II Professor of Law, New York Law School “Regulating Racist Speech on Campus: A Modest Proposal?” Duke Law Journal, 484-573, 1990. BE 28 + 29 +The experience with 30 +AND 31 +and worth revering.191 32 + 33 +Empirics confirm college codes are only enforced against minorities. 34 +ACLU 1: The American Civil Liberties Union. “Hate Speech on Campus,” American Civil Liberties Union, 2016. RP 35 +A: Historically, defamation laws 36 +AND 37 +we'll be next." 38 + 39 +They mobilize the alt right 40 +Carle: Carle, Robert. Professor of Theology, the King’s College, New York “How the American Academy Helped Create the Alt-Right.” The Federalist, December 2016. RP 41 + 42 +American academics are 43 +AND 44 +of ideological conformity.” 45 + 46 +Advocacy: Public colleges and universities in the United States ought not restrict any constitutionally protected free speech. 47 +Kurtz: Kurtz, Stanley. Contributor, National Review “A Plan to Restore Free Speech on Campus.” The Corner, December 2015. RP 48 + 49 +First: Colleges and 50 +AND 51 +pre-existing speech codes. 52 + 53 +Part 3: Let the Words Fall Out 54 +Deregulating campus speech sets valuable legal precedents. 55 + 56 +ACLU 2: The American Civil Liberties Union. “Hate Speech on Campus,” American Civil Liberties Union, 2016. BE 57 + 58 +A: Free speech rights 59 +AND 60 +of the peace." 61 + 62 +And only OPEN DIALOGUE gets students to demand liberation THEMSELVES 63 +DeBrabander: DeBrabander, Firmin. Associate Professor of Philosophy, Maryland Institute College of Art “Do Guns Make Us Free?: Democracy and the Armed Society.” Yale University Press, May 19, 2015. BE 64 + 65 +The famed education 66 +AND 67 +be lectured to. 68 + 69 +Meanwhile, speech codes DEMOBILIZE ACTION 70 +Strossen 2: Strossen, Nadine. John Marshall Harlan II Professor of Law, New York Law School “Regulating Racist Speech on Campus: A Modest Proposal?” Duke Law Journal, 484-573, 1990. BE 71 + 72 +There is a 73 +AND 74 +follow from it.39 5 75 + 76 +In fact, free speech is key to students learning to REJECT oppressive views. 77 +Leonard: Leonard, James. Professor of Law, Ohio Northern University “Killing with Kindness: Speech Codes in the American University.” Ohio Northern University Law Review. Volume 19, 1993. RP 78 + 79 +Perhaps the archetypal 80 +AND 81 +has aged well. 82 + 83 +Indeed, free campus speech is UNIQUELY key to liberation and activism 84 +Puzder: Puzder, Andy. Chief Executive Officer, CKE Restaurants “The Importance of Free Speech on Campus.” Real Clear Politics, December 2015. RP 85 + 86 +As a former 87 +AND 88 +to do so. - EntryDate
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... ... @@ -1,0 +1,99 @@ 1 +Part 1 is the Framework 2 +The Role of the Judge is to Promote Critical Thinking 3 + 4 +Fighting oppression requires judges to help make debate a place to challenge social norms. 5 +Giroux 1: Giroux, Henry. Waterbury Chair Professor, Pennsylvania State University "The Curse of Totalitarianism and the Challenge of Critical Pedagogy." Philosophersforchange.org, October 13, 2015. BE 6 + 7 +The forces of 8 +AND 9 +a vibrant democracy. 10 + 11 +The Role of the Ballot is to Endorse the More Productive Liberation Strategy for the Oppressed. 12 + 13 +Bottom-up approaches are key 14 +Giroux 2: Giroux, Henry. Waterbury Chair Professor, Pennsylvania State University "The Curse of Totalitarianism and the Challenge of Critical Pedagogy." Philosophersforchange.org, October 13, 2015. RP 15 + 16 +At a time 17 +AND 18 +working at all. 19 + 20 +Part 2: Kept on the Inside 21 +CAMPUS SPEECH IS UNDER ATTACK FROM EVERY DIRECTION – demagoges use codes to STIFLE DISSENT and make students SIT DOWN AND SHUT UP. 22 +Friedersdorf 16: Friedersdorf, Conor Friedersdorf is a staff writer at The Atlantic, where he focuses on politics and national affairs. He lives in Venice, California, and is the founding editor of The Best of Journalism, a newsletter devoted to exceptional nonfiction. “The Glaring Evidence That Free Speech Is Threatened on Campus .” The Atlantic. March 2016. RP 23 + 24 +Here’s one: Many 25 +AND 26 +threats to speech. 27 + 28 +In fact, ANY speech restrictions have a spillover effect, silencing dissent. 29 +Strossen 90: Strossen, Nadine. John Marshall Harlan II Professor of Law, New York Law School “Regulating Racist Speech on Campus: A Modest Proposal?” Duke Law Journal, 484-573, 1990. BE 30 + 31 +The experience with 32 +AND 33 +and worth revering.191 34 + 35 +Worse, the speech codes door swings both ways, targeting the very people they claim to help – empirics confirm college codes are primarily enforced against minorities. 36 +ACLU 16: The American Civil Liberties Union. “Hate Speech on Campus,” American Civil Liberties Union, 2016. RP 37 + 38 +A: Historically, defamation laws 39 +AND 40 +we'll be next." 41 + 42 +And the “for me, but not for thee” approach to free speech BACKFIRES by mobilizing white nationalists – they’re rampant in the status quo. When they feel marginalized by speech codes, they radicalize instead. 43 +Carle 16: Carle, Robert. Professor of Theology, the King’s College, New York “How the American Academy Helped Create the Alt-Right.” The Federalist, December 2016. RP 44 +*Bracketed for offensiveness 45 + 46 +American academics are 47 +AND 48 +of ideological conformity.” 49 + 50 +This dooms ANY alternatives to the squo to failure – speech codes guarentee militarized crackdown against all who dissent. 51 +Godrej 14: Godrej, Farah. Professor of Political Science, UC Riverdale “Neoliberalism, Militarization, and the Price of Dissent.” The Imperial University: Academic Repression and Scholarly Dissent. University of Minnesota Press, 2014. RP 52 + 53 +In this chapter, 54 +AND 55 + be in question. 56 + 57 +Advocacy: Public colleges and universities in the United States ought not restrict any constitutionally protected speech. 58 +Kurtz 15: Kurtz, Stanley. Contributor, National Review “A Plan to Restore Free Speech on Campus.” The Corner, December 2015. RP 59 + 60 +First: Colleges and 61 +AND 62 +pre-existing speech codes. 63 + 64 +Part 3: Let the Words Fall Out 65 +Deregulating campus speech sets legal precedents that enable movements and protests, even if it protects bigots – Civil Rights prove. 66 + 67 +ACLU 16: The American Civil Liberties Union. “Hate Speech on Campus,” American Civil Liberties Union, 2016. BE 68 + 69 +A: Free speech rights 70 +AND 71 +of the peace." 72 + 73 +COMMUNITY SOLUTIONS FIX COMMUNITY PROBLEMS. The question isn’t whether hate speech is good, but WHO should regulate it: administrators or students themselves. Non-legal remedies like shunning work better. 74 +Etzioni 93: Etzioni, Amitai. Director of the Institute for Communitarian Policy Studies, George Washington University The Spirit of Community: Rights, Responsibilities, and the Communitarian Agenda. New York: Crown Publishers, Inc., 1993. CH 75 + 76 +Thus it might 77 +AND 78 +offended by them. 79 + 80 +CHANGE MUST OCCUR BOTTOM UP ~-~- counterspeech from targets and allies is key to grassroots movements and strategies 81 +Majeed 09: Majeed, Azhar. J.D., University of Michigan “Defying the Constitution: The Rise, Persistence, and Prevalence Of Campus Speech Codes.” Georgetown Journal of Law and Public Policy, 7 Geo. J.L. and Pub. Pol’y 481, 2009. CH 82 + 83 +Moreover, the counterspeech 84 +AND 85 +to hateful messages. 86 + 87 +Free speech helps students KNOW THEIR ENEMY –speech codes just drive oppression underground. Students can’t mobilize against campus racism if they never see it. 88 +Calleros 95: Calleros, Charles R. Professor of Law, Arizona State University “Paternalism, Counterspeech, and Campus Hate-Speech Codes.” Arizona State Law Journal, Winter 1995. RP 89 + 90 +One cannot eliminate 91 +AND 92 +at every turn. 93 + 94 +And only OPEN DIALOGUE gets students to demand liberation THEMSELVES, creating a radical democracy in colleges. 95 +DeBrabander 15: DeBrabander, Firmin. Associate Professor of Philosophy, Maryland Institute College of Art “Do Guns Make Us Free?: Democracy and the Armed Society.” Yale University Press, May 19, 2015. BE 96 + 97 +The famed education 98 +AND 99 +be lectured to. - EntryDate
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... ... @@ -1,0 +1,91 @@ 1 +The Role of the Judge is to Promote Critical Thinking, which means they must enhance our potential to expose dominant, oppressive social biases. 2 + 3 + 4 +Status quo actors use violence to smother critical thought. Fighting oppression requires judges to help make debate a place to challenge social norms. 5 +Giroux 1: Giroux, Henry. Waterbury Chair Professor, Pennsylvania State University "The Curse of Totalitarianism and the Challenge of Critical Pedagogy." Philosophersforchange.org, October 13, 2015. BE 6 + 7 +The forces of 8 +AND 9 +a vibrant democracy. 10 + 11 +The Role of the Ballot is to Endorse the More Productive Liberation Strategy for the Oppressed. 12 +Part 2: It’s the Institution 13 +Private corporations are taking over public colleges. 14 +Applegate: Applegate, Jamie Journalist; B.A., U.C. Berkeley “Survey Shows Increased Reliance on Private Donations to Fund Public Universities.” The Daily Californian, 2012. CS 15 + 16 +A survey released 17 +AND 18 +from the state.” 19 + 20 +And this ENTRENCHES neoliberalism, shutting out those who don’t meet corporate needs. 21 +Chatterjee et al: Chatterjee, Piya Dorothy Cruickshank Backstrand Chair of Gender and Women’s Studies Chair of the Feminist, Gender, and Sexuality Studies Department, Scripps College and Sunaina Maira Professor of Asian American Studies, UC Davis. The Imperial University: Academic Repression and Scholarly Dissent. University of Minnesota Press, 2014. CH 22 + 23 +The precarious positions 24 +AND 25 +and covert ways. 26 + 27 +Next, as schools censor knowledge, they form ties to the prison-industrial complex. 28 +Oparah 1: Oparah, Julia C. Professor, Mills College “Challenging Complicity.” Published in Piya Chatterjee and Sunaina Maira (eds.), The Imperial University: Academic Repression and Scholarly Dissent. University of Minnesota Press, 2014. RP 29 + 30 +This chapter suggests 31 +AND 32 +narrow gender norms. 33 + 34 +Worse, this SQUASHES DISSENT: when people speak up, SCHOOLS FIGHT BACK, making change impossible. 35 +Godrej 1: Godrej, Farah. Professor of Political Science, UC Riverdale “Neoliberalism, Militarization, and the Price of Dissent.” Published in Piya Chatterjee and Sunaina Maira (eds.), The Imperial University: Academic Repression and Scholarly Dissent. University of Minnesota Press, 2014. RP 36 + 37 +In this chapter, 38 +AND 39 +prosecution against dissenters. 40 + 41 +Advocacy: Public colleges and universities in the United States ought not restrict any constitutionally protected speech 42 + 43 +Kurtz: Kurtz, Stanley. Contributor, National Review “A Plan to Restore Free Speech on Campus.” The Corner, December 2015. RP 44 + 45 +First: Colleges and 46 +AND 47 +pre-existing speech codes. 48 + 49 +Part 3: Free Your Mind Instead 50 +Free speech EXPOSES invisible power abuses and checks back oppressors. DOING NOTHING IS DOING SOMETHING; ACTIVE ENGAGEMENT is key to avoid complicity with injustice. 51 +Oparah 2: Oparah, Julia C. Professor, Mills College “Challenging Complicity.” Published in Piya Chatterjee and Sunaina Maira (eds.), The Imperial University: Academic Repression and Scholarly Dissent. University of Minnesota Press, 2014. RP 52 + 53 +If anti-imperialist scholars 54 +AND 55 +the “criminal class.” 56 + 57 +In fact, critique from WITHIN the academy draws attention to neoliberal injustice – empirics prove. 58 +Oparah 3: Oparah, Julia C. Professor, Mills College “Challenging Complicity.” Published in Piya Chatterjee and Sunaina Maira (eds.), The Imperial University: Academic Repression and Scholarly Dissent. University of Minnesota Press, 2014. RP 59 + 60 +What Henry Giroux 61 +AND 62 +-prison- industrial complex. 63 + 64 +Further, freedom to speak out is the FIRST MOVE towards radical new knowledge production. 65 +Oparah 4: Oparah, Julia C. Professor, Mills College “Challenging Complicity.” Published in Piya Chatterjee and Sunaina Maira (eds.), The Imperial University: Academic Repression and Scholarly Dissent. University of Minnesota Press, 2014. RP 66 + 67 +In my earlier work 68 +AND 69 +and college budgets. 70 + 71 + 72 +And let’s not take the bait: “speech codes” and other school-based policies use neoliberal logic to incentivize silence. THAT WON’T WORK – WE NEED UNFETTERED DISSENT TO RUPTURE HEGEMONIC FORCES. 73 +Godrej 2: Godrej, Farah. Professor of Political Science, UC Riverdale “Neoliberalism, Militarization, and the Price of Dissent.” Published in Piya Chatterjee and Sunaina Maira (eds.), The Imperial University: Academic Repression and Scholarly Dissent. University of Minnesota Press, 2014. RP 74 + 75 +The language of 76 +AND 77 +its high “price.” 78 + 79 +Indeed, the privileged shouldn’t speak for others: it’s a choice between groups telling their OWN stories or letting élites keep constructing the narrative. 80 +Durazo: Durazo, Ana Clarissa Rojas. Faculty Member, California State University, Long Beach State “Decolonizing Chicano Studies in the Shadows of the University’s ‘Heteropatriracial’ Order.” Published in Piya Chatterjee and Sunaina Maira (eds.), The Imperial University: Academic Repression and Scholarly Dissent. University of Minnesota Press, 2014. RP 81 + 82 +As Chicanas and 83 +AND 84 +all our communities. 85 + 86 +And EVEN IF free speech doesn’t completely stop neolib, it plants the seeds for new possibilities. Working within the academy is key to transforming it. 87 +Oparah 5: Oparah, Julia C. Professor, Mills College “Challenging Complicity.” Published in Piya Chatterjee and Sunaina Maira (eds.), The Imperial University: Academic Repression and Scholarly Dissent. University of Minnesota Press, 2014. RP 88 + 89 +Andrea Smith, in 90 +AND 91 +academic-MPIC abolition. - EntryDate
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... ... @@ -1,0 +1,98 @@ 1 +THE ORWELLIAN NIGHTMARE HAS COME TRUE – Trump’s here to stay, and the militarized right is taking over – resistance is key now more than ever. The Role of the Judge is to Promote Critical Education, which means they must enhance our potential to fight dominant, oppressive social biases. 2 + 3 +Giroux 1: Giroux, Henry A. Waterbury Chair Professor, Pennsylvania State University “War Culture, Militarism, and Racist violence Under Trump.” Truthout, December 2016. RP 4 + 5 +With Donald Trump’s 6 +AND 7 + is too late. 8 + 9 +The Role of the Ballot is to Endorse the Better Method for Critically Empowering Students. Critical empowerment exists when we have the skills to question and attack the status quo – this is key to any movement against oppression. 10 +Giroux 2: Giroux, Henry A. Waterbury Chair Professor, Pennsylvania State University “Radical Politics in the Age of American Authoritarianism: Connecting the Dots.” Truthout, April 2016. RP 11 + 12 +At the root 13 +AND 14 + democratic liberation movement. 15 + 16 +Part 2: Kept on the Inside 17 +CAMPUS SPEECH IS UNDER ATTACK FROM EVERY DIRECTION – demagogues use codes to stifle and make students sit down and shut up. They keep students ignorant so they don’t even question these practices. 18 +Friedersdorf: Friedersdorf, Conor Friedersdorf is a staff writer at The Atlantic, where he focuses on politics and national affairs. He lives in Venice, California, and is the founding editor of The Best of Journalism, a newsletter devoted to exceptional nonfiction. “The Glaring Evidence That Free Speech Is Threatened on Campus .” The Atlantic. March 2016. RP 19 + 20 +Here’s one: Many 21 +AND 22 +threats to speech. 23 + 24 +And hate speech is getting worse in the status quo, despite the existence of speech codes. 25 +Long ’17: Long, Katherine. Journalist, Seattle Times “UW on Edge Over Perception of Rise in Hate Speech.” The Seattle Times, January 27, 2017. RP 26 + 27 +More than a 28 +AND 29 + and feeling futile.” 30 + 31 + 32 +In fact, campus racism is often covert, so speech codes can’t solve it. 33 +Boatright et al: Boatright, Su L. Professor of Psychology, University of Rhode Island, Nathaniel Crockett Graduate Student Textiles, Fashion Merchandising, and Design, University of Rhode Island, and Yvette Harps-Logan Associate Professor of Psychology and Textiles, Fashion Merchandising, and Design, University of Rhode Island. “White Privilege Is Alive and Well on Many College Campuses.” The Chronicle of Higher Education, August 15, 2013. CH 34 + 35 +Yet many white 36 +AND 37 + in this obligation. 38 + 39 +Both globally and domestically, speech codes worsen hate and target minorities – empirics prove. 40 +Strossen 1: Strossen, Nadine. John Marshall Harlan II Professor of Law, New York Law School “Incitement to Hatred: Should There Be a Limit?” Southern Illinois University Law Journal, Vol. 25, 2001. RP 41 + 42 +Based on actual 43 +AND 44 + to disempowered groups. 45 + 46 +Indeed, the type of speech being censored doesn’t matter. The question isn’t whether all speech is good, but whether colleges have the right to define which speech stays and which goes. 47 +Glasser: Glasser, Ira. Former Executive Director, American Civil Liberties Union Quoted in Jonathan Haidt’s “Hate Speech is Free Speech.” Spiked-online.com, June 12, 2016. RP 48 + 49 +How is ‘hate 50 +AND 51 + back on us. 52 + 53 +And all speech codes are arbitrary and reify state power, even if a particular type of speech is bad – exceptions are modeled and undermine free speech. 54 +White: White, Ken. Criminal Defense Lawyer, Brown, White, and Newhouse “Lawsplainer: Why Flag Burning Matters, And How it Relates To Crush Videos.” Popehat, November 2016. RP 55 + 56 +In free speech 57 +AND 58 +right it is. 59 + 60 +Advocacy: Public colleges and universities in the United States ought not restrict any constitutionally protected speech. This makes them agents of inaction – they aren’t allowed to restrict speech. 61 + 62 + 63 +Part 3: Let the Words Fall Out 64 +Deregulating campus speech sets legal precedents that enable movements and protests, even if it protects bigots – Civil Rights prove. 65 +ACLU: The American Civil Liberties Union. “Hate Speech on Campus,” American Civil Liberties Union, 2016. BE 66 + 67 +A: Free speech 68 +AND 69 + of the peace." 70 + 71 +Further, the question isn’t whether all speech is good, but who should regulate it: administrators, or students themselves – empirics show community counter-speech solves. 72 + 73 +Majeed: Majeed, Azhar. J.D., University of Michigan “Defying the Constitution: The Rise, Persistence, and Prevalence Of Campus Speech Codes.” Georgetown Journal of Law and Public Policy, 7 Geo. J.L. and Pub. Pol’y 481, 2009. CH 74 + 75 +Moreover, the counterspeech 76 +AND 77 +to hateful messages. 78 + 79 +Affirming promotes radical protests that don’t rely on traditional speech. 80 +Johnston: Johnston, Angus. Writer, Rolling Stone “There's No College P.C. Crisis: In Defense of Student Protesters.” Rolling Stone, December 2015. RP 81 + 82 +The demographics of 83 +AND 84 + and stern rebuke." 85 + 86 +And protests are a means of grassroots reform that can spillover to broader social change. 87 +Barnhardt: Barnhardt, Cassie. Assistant Professor, College of Education, University of Iowa “Embracing Student Activism.” Higher Education Today, March 2, 2016. MZ 88 + 89 +This past November, 90 +AND 91 +claims or grievances. 92 + 93 +Beyond that, free speech means students reclaim public spaces from racist institutions and create a cultural change. 94 +Block: Block, Jim. Professor of Political Theory and Political Culture, DePaul University “The Legacy and Promise of the Free Speech Movement.” Popular Resistance, October 2014. RP 95 + 96 +This past weekend 97 +AND 98 + conformist American lifestyle. - EntryDate
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... ... @@ -1,0 +1,112 @@ 1 +I value State Legitimacy. 2 + 3 +Legitimacy requires both the right agent and the right action. Even a “good” action isn’t legitimate if the wrong agent takes it: a criminal may be guilty, but I can’t imprison them, since I lack the authority to do so. 4 + 5 +Simmons: Simmons, A. John. Commonwealth Professor of Philosophy and Professor of Law, UVA. “Justification and Legitimacy.” Ethics, Vol. 109, No. 4. July 1999. MZ 6 + 7 +In opposition to 8 +AND 9 + duties on you. 10 + 11 +Legitimate states gain authority from the people, and thus have no external right of control over them. 12 + 13 +Rousseau 1: Rousseau, Jean Jacques. The Social Contract or Principles of Political Right. Translated by G.D.H Cole, Constitution Project, 1762. CH 14 + 15 +I SUPPOSE men 16 +AND 17 +most frightful abuse. 18 + 19 +Next, through acts like legislation or taxation, states inevitably use people as a means. Thus, the people must be the basis of legislative sovereignty to ensure that they’re part of the ends for which they’re being used. 20 +Rousseau 2: Rousseau, Jean Jacques. The Social Contract or Principles of Political Right. Translated by G.D.H Cole, Constitution Project, 1762. CH 21 + 22 +The general will 23 +AND 24 + would be dissolved. 25 + 26 +Thus, the standard is Upholding Democratic Checks on State Power. Upholding Democratic Checks on State Power means respecting citizens’ procedural limits on decision-making. 27 + 28 + 29 +Prefer this standard: 30 +Discussion of the First Amendment mandates a non-consequentialist lens. 31 +Goldberg: Goldberg, Erica. Assistant Professor, Ohio Northern Law School “Free Speech Consequentialism.” Columbia Law Review, Volume 116, 2016. RP 32 + 33 + 34 +The First Amendment 35 +AND 36 +what is unreasonable. 37 +Legitimacy controls the link to consequentialism, increasing net happiness and providing a concrete way to check the state. 38 + 39 +Gilley: Gilley, B. “The Consequences of Legitimacy.” September 2008. RP 40 + 41 +Legitimacy is a 42 +AND 43 + claim their obedience. 44 + 45 +Epistemology – inclusion of multiple perspectives through democratic procedures justify states authority and produces better decisions 46 +Estlund: Estlund, David M. Democratic Authority: A Philosophical Framework. Princeton, NJ: Princeton University Press, 2009. MT 47 + 48 +On this account, 49 +AND 50 + be generally acceptable. 51 + 52 +Advocacy: Public colleges and universities in the United States ought not restrict any constitutionally protected speech. 53 +First, Speech codes arbitrarily deny Constitutional rights based on physical location, creating unchecked and illegitimate action. 54 + 55 + 56 +CPS is the most basic check on the state, letting people object to policies without fear of punishment. Yet college speech codes artificially distinguish between students and other citizens. 57 +Berns: Berns, Walter. Professor Emeritus, Georgetown University “Freedom of the Press on the College Campus.” New England Law Review, Vol. 9: 153, 1973. EL 58 + 59 +It has never 60 +AND 61 + the schoolhouse gate.” 62 + 63 +And the First Amendment isn’t context-dependent; it protects people regardless of where they speak. 64 +Haynes: Haynes, Charles C. Director of the Religious Freedom Education Project at the Newseum, Senior Scholar at the First Amendment Center “First Amendment Rights Don't Stop at School Door.” The Daily Progress, 2010. EL 65 + 66 +In both incidents, 67 + AND 68 +what you teach. 69 + 70 +Indeed, academic spaces are the most important place to secure constitutionally protected speech, since those are at risk when administrators control them. Speech codes have no brightline: any standard for offensiveness is infinitely expandable 71 +Majeed: Majeed, Azhar. Robert H. Jackson Legal Fellow, Foundation for Individual Rights in Education “Defying the Constitution: The Rise, Persistence, and Prevalence of Campus Speech Codes.” The Journal of Law and Public Policy, Volume 7, 2009. MZ 72 + 73 +Second, speech codes 74 +AND 75 + by “intellectual stagnation.”147 76 + 77 + 78 +Second, regardless of the action’s benefits, public schools are the wrong actors to limit CPS. 79 +Public schools, as state actors, are bound to state laws, even if private schools aren’t. 80 +FIRE 1: FIRE. Foundation for Individual Rights in Education “Private Universities.” FIRE, 2016. BS 81 + 82 +When discussing free 83 +AND 84 +choosing to attend. 85 + 86 +And the Supreme Court, the only actor with authority to strike down laws, has repeatedly declared public college speech codes unconstitutional. 87 +Welch: Welch, Benjamin M. University of Nebraska-Lincoln “An Examination of University Speech Codes’ Constitutionality and Their Impact on High-Level Discourse.” Graduate College at the University of Nebraska, August 2014. MZ 88 + 89 +Court cases influencing 90 +AND 91 + or high schools.”101 92 + 93 +Further, the Constitution ALREADY accounts for specific speech restrictions. The issue isn’t whether all speech is good, but whether schools have authority to restrict it beyond what the Constitution does. 94 +FIRE 2: FIRE. Foundation for Individual Rights in Education “FIRE’s Guide to Free Speech on Campus — Full Text.” Guides, 2017. EL 95 + 96 +The bottom line 97 +AND 98 + than is necessary. 99 + 100 +Indeed, speech codes are far too ambiguous to administer consistently, giving administrators unchecked authority. 101 +Tidmarsh: Tidmarsh, Kevin. Senior Reporter at The Student Life “Pitzer Students Address Free Speech on Campus.” The Student Report, March 8, 2013. MZ 102 + 103 +Free speech policies 104 +AND 105 + offensive” Rice said. 106 + 107 +And the IMPACTS OF THE SPEECH DON’T MATTER. Regardless of how bad speech might be, ONLY the courts have the authority to limit it. 108 +Mott: Mott, Jonathan. Ph.D.; Chief Learning Officer, Learning Objects “First Amendment: Speech.” ThisNation.com, no date. CH 109 + 110 +While the First 111 +AND 112 + Free Exercise cases.) - EntryDate
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... ... @@ -1,0 +1,96 @@ 1 +Part 1: Framework. 2 +THE ORWELLIAN NIGHTMARE HAS COME TRUE ~-~- Trump’s here to stay, and the militarized right is taking over. Since resistance is key now more than ever, The Role of the Judge is to Promote Critical Education, which means they must enhance our potential to fight dominant, oppressive social biases. 3 +Giroux 1: Giroux, Henry A. Waterbury Chair Professor, Pennsylvania State University “War Culture, Militarism, and Racist violence Under Trump.” Truthout, December 2016. RP 4 + 5 +With Donald Trump’s 6 +AND 7 + radical change possible. 8 + 9 +The Role of the Ballot is to Endorse the Better Method for Critically Empowering Students. Critical empowerment exists when we have the skills to question and attack the status quo. This is key to ALL alternatives. 10 + 11 +Giroux 2: Giroux, Henry A. Waterbury Chair Professor, Pennsylvania State University “Radical Politics in the Age of American Authoritarianism: Connecting the Dots.” Truthout, April 2016. RP 12 + 13 +At the root 14 +AND 15 +democratic liberation movement. 16 + 17 +Next, critical empowerment requires exposing hidden oppression as a bottom-up political strategy. 18 +Flynn: Flynn, Molly. University of North Carolina at Charlotte; Contributor, Study Breaks “Covert Racism: How to Spot It and Stop It.” StudyBreaks.com, January 2017. RP 19 + 20 +If your white 21 +AND 22 +racism is dead. 23 + 24 +Part 2: Covering Up 25 +NEWSFLASH: most racists don’t admit it – they keep their actions hidden. 26 +Boatright et al: Boatright, Su L. Professor of Psychology, University of Rhode Island, Nathaniel Crockett Graduate Student Textiles, Fashion Merchandising, and Design, University of Rhode Island, and Yvette Harps-Logan Associate Professor of Psychology and Textiles, Fashion Merchandising, and Design, University of Rhode Island. “White Privilege Is Alive and Well on Many College Campuses.” The Chronicle of Higher Education, August 15, 2013. CH 27 + 28 +Yet many white 29 +AND 30 + in this obligation. 31 + 32 + 33 +And speech codes put a Band-Aid on a broken knee; they CAN’T solve because ask those who CAUSE the problem to fix it. 34 +Wise: Wise, Tim Anti-Racism Activist “Hate Speech Codes Will Not End Racism and Hate Crimes.” Opposing Viewpoints, 2007. RP 35 + 36 +Secondly, hate speech 37 +AND 38 + to bash others. 39 + 40 +Indeed, both globally and domestically, speech codes worsen hate and target minorities – empirics prove. 41 +Strossen: Strossen, Nadine. John Marshall Harlan II Professor of Law, New York Law School “Incitement to Hatred: Should There Be a Limit?” Southern Illinois University Law Journal, Vol. 25, 2001. RP 42 + 43 +Based on actual 44 +AND 45 + to disempowered groups. 46 + 47 +And the type of speech being censored doesn’t matter; the question is whether colleges have the right to censor it. 48 +Glasser: Glasser, Ira. Former Executive Director, American Civil Liberties Union Quoted in Jonathan Haidt’s “Hate Speech is Free Speech.” Spiked-online.com, June 12, 2016. RP 49 + 50 +How is ‘hate 51 +AND 52 +back on us. 53 + 54 +In fact, it’s not enough to show that one type of speech is bad – there must be a principle justifying ANY restriction, or it’s totally arbitrary. 55 +White: White, Ken. Criminal Defense Lawyer, Brown, White, and Newhouse “Lawsplainer: Why Flag Burning Matters, And How it Relates To Crush Videos.” Popehat, November 2016. RP 56 + 57 +In free speech 58 +AND 59 +right it is. 60 + 61 +Advocacy: Public colleges and universities in the United States ought not restrict any constitutionally protected speech. This makes them agents of inaction – they aren’t allowed to restrict speech. 62 +Part 3: Unmasking the University 63 +The only way to confront covert racism is to let those who experience it expose it. 64 +Calleros: Calleros, Charles R. Professor of Law, Arizona State University “Paternalism, Counterspeech, and Campus Hate-Speech Codes.” Arizona State Law Journal, Winter 1995. RP 65 + 66 +One cannot eliminate 67 +AND 68 + at every turn. 69 + 70 +Indeed, activists can use free speech to make administrators and fellow students aware of their school’s own racism and bias. 71 +Johnston: Johnston, Angus. Writer, Rolling Stone “There's No College P.C. Crisis: In Defense of Student Protesters.” Rolling Stone, December 2015. RP 72 + 73 +Friedersdorf is shaming 74 +AND 75 + and stern rebuke." 76 + 77 +In fact, free speech means students reclaim public spaces from racist institutions, creating cultural change. 78 +Block: Block, Jim. Professor of Political Theory and Political Culture, DePaul University “The Legacy and Promise of the Free Speech Movement.” Popular Resistance, October 2014. RP 79 + 80 +This past weekend 81 +AND 82 + conformist American lifestyle. 83 + 84 +But even if this doenst happen, it’s infinitely worse to rely on white administrators who can’t identify real racism to regulate it. 85 +Sachs: Sachs, George. Psychologist and Contributor, Huffington Post “10 Ways White Liberals Perpetuate Racism.” Huffington Post, September 2015. RP 86 + 87 +Maybe years of 88 +AND 89 +fact, another microinvalidation. 90 + 91 +Meanwhile, the aff at least makes it possible for minorities to respond themselves to offensive speech, an option necessary for ANY more radical alternatives. 92 +Bon: Bon, Dorian Contributor, Socialist Worker “Who’s Behind the Free Speech Crisis on Campus?” Socialist Workers, April 2017. RP 93 + 94 +THE TRANSFORMATION of 95 +AND 96 + that but ourselves. - EntryDate
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... ... @@ -1,0 +1,88 @@ 1 +Part 1: Ignorance Isn’t Strength 2 +THE ORWELLIAN NIGHTMARE HAS COME TRUE – Trump’s here to stay, and the militarized right is taking over – resistance is key now more than ever. The Role of the Judge is to Promote Critical Education, which means they must enhance our potential to fight dominant, oppressive social biases. 3 + 4 +Giroux 1: Giroux, Henry A. Waterbury Chair Professor, Pennsylvania State University “War Culture, Militarism, and Racist violence Under Trump.” Truthout, December 2016. RP 5 + 6 +With Donald Trump’s 7 +AND 8 +is too late. 9 + 10 +The Role of the Ballot is to Endorse the Better Method for Critically Empowering Students. Critical empowerment exists when we have the skills to question and attack the status quo 11 +Debate should deal with real-world consequences; ideal theories legitimize oppression by ignoring its concrete manifestations. 12 +Curry: Curry, Tommy J. Ph.D., Associate Professor of Philosophy, Texas A and M University “The Cost of a Thing: A Kingian Reformulation of a Living Wage Argument in the 21st Century.” Victory Briefs, 2014. CH 13 + 14 +Despite the pronouncement 15 +AND 16 +before abstraction occurs.5 17 + 18 +Part 2: The Object of Power is Power 19 +MINORITY PROFESSORS ARE UNDER ATTACK – colleges are monitoring them now. 20 +Yancy: Yancy, George. Associate Professor of Philosophy, Duquesne University “I Am a Dangerous Professor.” The New York Times, November 2016. RP 21 +Those familiar with 22 +AND 23 +in the world. 24 + 25 +This endangers ALL radical knowledge production. 26 +Chatterjee et al: Chatterjee, Piya Dorothy Cruickshank Backstrand Chair of Gender and Women’s Studies Chair of the Feminist, Gender, and Sexuality Studies Department, Scripps College and Sunaina Maira Professor of Asian American Studies, UC Davis. The Imperial University: Academic Repression and Scholarly Dissent. University of Minnesota Press, 2014. CH 27 + 28 +The precarious positions 29 +AND 30 + and covert ways. 31 + 32 +And this isn’t a fluke: colleges are shutting down activist professors nation-wide. 33 +Viera: Viera, Mariana. J.D. Candidate, American University’s Washington College of Law “Teacher Talk: Professors’ Fight to Speak Openly Often Isn’t Easy.” Student Press Law Center, August 2015. MZ 34 + 35 +Having accepted a 36 +AND 37 + improvement and progress.” 38 + 39 +Further, this solidifies Trump’s racism and makes change impossible. 40 +Perry: Perry, Andre. Contributor, The Washington Post “Saving Academic Freedom from Trump’s ‘Post-Truth’ Nation.” Washington Monthly, November 2016. RP 41 +The world is 42 +AND 43 + of white superiority. 44 + 45 +Trusting college administrators to decide who and what should be heard arbitrarily expands their power – this spills over and deters. 46 + 47 +Herron: Herron, Vince Class of 1994, University of Southern California Law Center. B.A. 1990, University of California, Los Angeles. “NOTES: INCREASING THE SPEECH: DIVERSITY, CAMPUS SPEECH CODES, AND THE PURSUIT OF TRUTH.” Southern California Law Review. January 1994. RP 48 + 49 +Professor Matsuda argues 50 +AND 51 + increase the speech. 52 + 53 +Plan: Public colleges and universities in the United States ought not restrict any constitutionally protected speech by faculty members. This makes them agents of inaction – they aren’t allowed to restrict professors’ speech. 54 +Sullivan and White: Sullivan , Thomas President, University of Vermont and Lawrence White Vice President and General Counsel at the University of Delaware. “For Faculty Free Speech, the Tide is Turning.” The Chronicle of Higher Education. September 2013. RP 55 + 56 +Faculty members sometimes 57 + 58 +AND 59 + of the professoriate. 60 + 61 +Part 3: Control the Future 62 +The aff is key to ensuring that people BEYOND white men control the academy. 63 +Delgado: Delgado, Richard. Professor of Law, University of Pennsylvania “The Imperial Scholar: Reflections on a Review of Civil Rights Literature.” University of Pennsylvania Law Review. March 1984. RP 64 + 65 +When I began 66 +AND 67 + are under consideration. 68 + 69 +Instead, the aff means minorities RECLAIM THE ACADEMY in ways it can’t co-opt. 70 +Lomax: Lomax, Tamura. Ph.D., Vanderbilt University “Black Women’s Lives Don’t Matter in Academia Either, or Why I Quit Academic Spaces that Don’t Value Black Women’s Life and Labor.” The Feminist Wire, May 18, 2015. MZ 71 + 72 +In other words, 73 +AND 74 + hurts higher education. 75 + 76 +And affirming minority professors has spillover effects due to modeling – the free speech movement has worked 77 +Aptheker: Aptheker, Bettina. Professor of African American and Women’s Studies, San Jose State University “Gender Politics and the FSM.” The Free Speech Movement: Reflections on Berkeley in the 1960s, 2002. MZ 78 + 79 +Throughout the months 80 +AND 81 +Regental (white/male) authority. 82 + 83 +In fact, minority faculty speech builds coalitions between groups and increases new knowledge production. 84 +Davidson: Davidson, Dr. Martin. Professor, Darden School of Business, University of Virginia “On the Importance of Minority Faculty.” LeveragingDifference, February 2011. RP 85 + 86 +I was recently 87 +AND 88 + quality business education. - EntryDate
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