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... ... @@ -1,28 +1,0 @@ 1 -====Disability is an outgrowth of labor relations- the social/minority model places the problem in terms of inter-personal relations which diverts attention from the true cause==== 2 -Kaye, 12 3 -Bradley, Ph.D. in philosophy from Binghamton University, “Politics, An Illusion We Have Forgotten Is Such,” http://www.uta.edu/huma/agger/fastcapitalism/9_1/kaye9_1.html~ 4 -Emerging work on disability 5 -AND 6 -oppression from being seen. 7 - 8 -====ANALYTIC==== 9 - 10 -====The rise of capitalism began to define individuals by the labor capacity in which disabled people were relegated to the periphery and began to deem people with disabilities as social problems- Marxism has a better explanatory power for the different contingent and evolving definitions and oppressions of disabled bodies ==== 11 -Russel and Malhorta, 9 *Marta writer/producer whose investigative reporting, “Capitalism and Disability,” http://socialistregister.com/index.php/srv/article/viewFile/5784/2680~ 12 -The primary oppression 13 -AND 14 -oppression in every aspect of modern life. 15 - 16 -====The Judge has an a priori ethical obligation to reject capitalism because it makes its victims anonymous.==== 17 -Zizek and Daly 04 Glyn. Lecturer in International Studies at the University College Northampton; Slavoj Zizek, world famous philosophy on psychoanalysis and capitalism; Conversations with Žižek. 14-19 18 -For Zizek it is imperative 19 -AND 20 -consumerism and lifestyle. 21 - 22 -====The alternative is class analysis first==== 23 -Mollow 4 Anna Mollow, "IDENTITY POLITICS ANDDISABILITY STUDIES:A CRITIQUE OF RECENT THEORY" University of Michigan Quarterly Review, 2004 quod.lib.umich.edu/cgi/t/text/text-idx?cc=mqr;c=mqr;c=mqrarchive;idno=act2080.0043.218;rgn=main;view=text;xc=1;g=mqrg 24 -Treating disagreements about identity 25 -AND 26 -workplace accommodations they secure.9 27 - 28 -This IS A link to their method not their advocacy. - EntryDate
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... ... @@ -1,42 +1,0 @@ 1 -====The promotion of free speech as a method of liberation entrenches the notion that free speech is a commodity; its identity and function are analogous to capital in a capitalist economy. ==== 2 -Brown 3 -Brown, Wendy. Undoing the demos: Neoliberalism's stealth revolution. MIT Press, 2015. https://www.mcgill.ca/ahcs/files/ahcs/wendy_brown_undoing_the_demos.pdf 4 -At times, kennedy raises 5 -AND 6 -capital in a neoliberal economy. 7 - 8 -====Neoliberalism frames academic freedom in the status quo. It defines what acceptable behavior is and any resistance by students and faculty against corporate hegemony are tossed out before they can pose a real threat.==== 9 -Maira 10 -Chatterjee, Piya, and Sunaina Maira. "The Imperial University: race, war, and the nation-state." The imperial university: Academic repression and scholarly dissent (2014): 1-50. 11 -Our geopolitical positions— 12 -AND 13 -U.S. university system.11 14 - 15 -====Rights become meaningless; it manufactures consent to give the appearance of freedom that masks the commodification of people as instruments for the dominant system. ==== 16 -Smith 14 R.C. Smith April 24, 2014 “POWER, CAPITAL and THE RISE OF THE MASS SURVEILLANCE STATE: ON THE ABSENCE OF DEMOCRACY, ETHICS, DISENCHANTMENT and CRITICAL THEORY” Heathwood Institute and Press http://www.heathwoodpress.com/power-capital-the-rise-of-the-mass-surveillance-state-on-the-absence-of-democracy-ethics-disenchantment-critical-theory/ JJN from file 17 -One pressing issue, moreover, 18 -AND 19 -epistemic context of its own validity.13 20 - 21 -====Capitalism is the root cause of racism; racism masks exploitative capitalism==== 22 -Young, professor of English at the University of Alabama, 6—Dr. Robert M was a professor of English in the College of Arts and Sciences at the University of Alabama. He passed away in 2010. (“Putting Materialism back into Race Theory: 23 -Toward a Transformative Theory of Race” http://www.redcritique.org/WinterSpring2006/puttingmaterialismbackintoracetheory.htm) 24 -So, then, what is so new in 25 -AND 26 - the condition for the free development of all" (Marx 31). 27 - 28 -====We must entirely withdraw the logic of capital—individual criticism is key to solve.==== 29 -Johnston 04 30 -(Adrian interdisciplinary research fellow in psychoanalysis at Emory University, “The Cynic’s Fetish: Slavoj Žižek and the Dynamics of Belief” Psychoanalysis, Culture and Society, December p259) 31 -Perhaps the absence of a 32 -AND 33 - unconsciously, "internally" believe in it. 34 - 35 -==ROJ== 36 -====1. ANALYTIC==== 37 -====2. ANALYTIC==== 38 -====3. Giroux ==== 39 -Henry A Giroux American scholar and cultural critic. One of the founding theorists of critical pedagogy in the United States, he is best known for his pioneering work in public pedagogy, “Left Behind? American Youth and the Global Fight for Democracy”, Truthout, 28 Feb 2011, BE 40 -At the heart of such public 41 -AND 42 - to freedom, justice and equality. - EntryDate
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... ... @@ -1,79 +1,0 @@ 1 -===Framing=== 2 -====Resisting oppression is the highest obligation – it pervades the psyche, creating contradictions between thought and action. Resolving these contradictions by recognizing that dominator culture is external and also internalized is key to decolonizing the educational space.==== 3 -bell hooks 4 -Even though origin stories, 5 -AND 6 - anti-capitalist or anti-sexist voices 7 - 8 -====Oppression is intersectional - we name it a white supremacist capitalist patriarchy, or WSCP. Every other methodology which doesn’t conceptualize oppression intersectionally omits sources of oppression. ==== 9 -bell hooks 10 - I began to use the phrase in my 11 -AND 12 - accounting of identity. 13 - 14 -====Without recognizing oppression intersectionally, we can never resist all oppression. Elements of our social position may put us in a position to be oppressed, but simultaneously all of us are privileged enough to be debating here right now – putting us in a position to be an oppressor. Without recognizing all the ways in which someone can perpetuate oppression, even if simultaneously a victim, we overlook that instance of domination.==== 15 -bell hooks 16 -In this society, there is no powerful 17 -AND 18 - self-interest directly threatened. 19 - 20 -====I define loving as the process of social reorganization in which individuals actively embrace a politics of accountability, which is ultimately adopted by communities. The love ethic does not say that every person must become our friend – rather, we must answer oppression with actions constitutive of love. ==== 21 -bell hooks 22 -Domination cannot exist 23 -AND 24 -to the people for whom it is done. 25 - 26 -====The oppressor/oppressed binary is false – its establishment creates an endless cycle of blame and victimization which leads only to despair.==== 27 -bell hooks 28 -Casting blame and calling for 29 -AND 30 - thus seeing the larger picture. 31 - 32 -Thus, The ROB is to embrace a love ethic. 33 -===Offense=== 34 - 35 -====Speech restrictions are just used to protect students from being accountable for their identities – conflict is treated as worse than the potential for growth.==== 36 -Boostrom ‘98 37 -Understood as the avoidance of stress, 38 -AND 39 -going to be very unsafe. 40 - 41 -====Thus, the advocacy: I defend the resolution as a general principle, insofar as to endorse a brave space for confronting discourse. I’ll clarify in CX if asked, which solves ambiguities in the ROB, advocacy, or offense.==== 42 -Arao and Clemens ’13 43 -As we developed alternatives 44 -AND 45 -hinder students in full and truthful engagement. 46 - 47 -====One example of a brave space is is Intergroup Dialogue classes – these bring together participants from a variety of identities and have them discuss social justice and inqualities in facilitated environments.==== 48 -Zúñiga et al ‘07 49 -Intergroup dialogue is 50 -AND 51 -among social groups and individuals. 52 - 53 -====Studies show brave spaces like Intergroup Dialogue sessions change participants’ behavior in accordance with participation in the dialogues.==== 54 -Zúñiga et al ‘07 55 -At the University of Michigan, 56 -AND 57 - intergroup dialogue helps foster these outcomes. 58 - 59 -====The brave space is key to the existence of love – restrictions on speech hinder our ability to communicate across a difference in identity, but under the love ethic we have nothing to fear from another participant in the brave space, rendering speech restrictions unnecessary – the AC solves==== 60 -Lindsey ‘14 61 -For love to exist, 62 -AND 63 -nothing’s a monolith blah blah blah. 64 - 65 -====Limitations on speech are actively bad – they legitimize harmful speech and reifiy prejudiced hierarchies. Racism is so enormous and amorphous that a colorblind restriction that doesn’t investigate the roots of hatred only makes things worse.==== 66 -Haiman 67 -Even if one were persuaded that banning 68 -AND 69 - laws and rules against racist speech. 70 - 71 - 72 -== cites - sorry for being bad @ formatting :( == 73 -bell hooks, “Writing Beyond Race: Living Theory and Practice.” Routledge. 2013 74 - Boostrom, Robert. (1998). Professor of Education at the University of Southern Indiana. "Safe spaces": Reflections on an educational metaphor. Journal of Curriculum Studies, 30(4), 397-408. 75 - Brian Arao and Kristi Clemens. From Safe Spaces to Brave Spaces: A New Way to Frame Dialogue Around Diversity and Social Justice. 2013, Stylus Publishing. 76 - Ximena Zúñiga, 2007. Original director of the Program for Intergroup Relations (group that initiated the first Intergroup Dialogue Program at UMich in 1988) and prof. at Umich Intergroup Dialogue in Higher Education: Meaningful Learning About Social Justice. ASHE Higher Education Report, Volume 32, Number 4. Pp. 3-5 77 - Ximena Zúñiga, 2007. Original director of the Program for Intergroup Relations (group that initiated the first Intergroup Dialogue Program at UMich in 1988) and prof. at Umich Intergroup Dialogue in Higher Education: Meaningful Learning About Social Justice. ASHE Higher Education Report, Volume 32, Number 4. Pp. 64-65 78 - Lindsey, Marley-Vincent, 2014. History PhD Student at Brown University, Graduate of the University of Chicago. Brave and Safe Spaces: bell hooks + Laverne Cox. https://mvlindsey.wordpress.com/2014/12/25/notes-on-brave-and-safe-spaces/ 79 - Franklyn Haiman. The Remedy is More Speech. (1991). The American Prospect. Retrieved 13 December 2016, from http://prospect.org/article/remedy-more-speech. Franklyn Haiman is John Evans Professor Emeritus of Communications Studies at Northwestern University. He is the author of Speech and Law in a Free Society and "Speech Acts" and the First Amendment. - EntryDate
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... ... @@ -1,11 +1,0 @@ 1 -====Text: Do the aff, but trigger warn university students that institutional criticism may elicit discomfort. To clarify, students will still be put into the uncomfortable situations the aff wants them to, but will have a warning before participating.==== 2 - 3 -====Trigger warnings help create conditions for students, especially those with PTSD, to be involved with activism because it prevents the risk of students disengaging if triggered – that’s net better under the ROB. ==== 4 -Hanlon 15 5 -Aaron R. Hanlon, Assistant Professor of English at Colby College and advisor for Georgetown University’s MLA/Mellon Foundation “Connected Academics” project. 8-14-15, The Trigger Warning Myth. https://newrepublic.com/article/122543/trigger-warning-myth 6 - 7 -In The Atlantic’s latest 8 -AND 9 -the beginning of one. 10 - 11 -====ANALYTICS==== - EntryDate
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... ... @@ -1,35 +1,0 @@ 1 -====Upskirt photos, often known as creeper shots are instances in which an individual takes a photo of another individuals genetalia without their consent or knowledge, most often done by sneaking a hidden camera underneath an individual wearing a skirt==== 2 - 3 -====Courts have ruled that upskirt photos are constitutionally protected speech==== 4 -https://www.bustle.com/articles/40750-texas-court-rules-upskirt-photos-legal-and-thats-a-big-problem 5 -BUSTLE 6 -Exactly what is and what 7 -AND 8 -the laws as "Orwellian." 9 - 10 -====College campuses have a no means yes culture – legitimizes rape ==== 11 -OLIVER 12 -http://op.asjournal.org/rape-as-spectator-sport-and-creepshot-entertainment/ 13 - 14 -In an official trailer 15 -AND 16 -goal of some college men. 17 - 18 -====ANALYTIC==== 19 - 20 -====Creepshots and upskirting are a key element of the “no means yes” culture – to restrict creepshots would be to take a stance against the valorization of nonconsensual sex==== 21 -OLIVER 22 -http://op.asjournal.org/rape-as-spectator-sport-and-creepshot-entertainment/ 23 - 24 -“Creepshots,” as they are called, 25 -AND 26 -of consent is considered “hot.” 27 - 28 -====Sexual harassment on campuses is a result of patriarchal violence that invades academia. Sexual harassment represents an oppressive use of power; kills the participation and success of the harassed.==== 29 -Benson and Thomson 30 - 31 -Benson, Donna J., and Gregg E. Thomson. "Sexual harassment on a university campus: The confluence of authority relations, sexual interest and gender stratification." Social problems 29.3 (1982): 236-251. 32 - 33 -It is precisely this 34 -AND 35 -more covert discrimination. - EntryDate
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... ... @@ -1,31 +1,0 @@ 1 -====ANALYTIC==== 2 -====And, it’s constitutive of action that whenever I take an action, I’m implicitly willing my own freedom to pursue some end.==== 3 -Engstrom 4 - Steven Engstrom. “Universal Legislation As the Form of Practical Knowledge.” 5 -Kant holds that to 6 -AND 7 -in the end itself. 8 - 9 -====Next, since humans live in a spatial-temporal community with one another, freedom is possible only on the condition that I join my will with the will of others, so agents must jointly will a system of reciprocal constraints.==== 10 -Fichte 11 -Johann Gottlieb Fichte. Foundations of Natural Right. Trans. Michael Bauer (New York: Cambridge University Press, 2000). 134. 12 -The security of the 13 -AND 14 -And possess that thing. 15 - 16 -====ANALYTIC==== 17 - 18 -Thus, the standard is maintaining a system of equal freedom. 19 - 20 -I contend: 21 -====Public will must prevent hate speech. ==== 22 -Varden, Helga. "A Kantian Conception of Free Speech." Freedom of Expression in a Diverse World. (2010) 23 -Kant’s distinction between public 24 -AND 25 -of all citizens. 26 - 27 -====Outweighs: Hindering a hindrance is justified.==== 28 -Ripstein Arthur. "Force and freedom." Kant’s Legal and Political Philosophy (2009). 29 -That is, unlike Bentham 30 -AND 31 -system of equal freedom. - EntryDate
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... ... @@ -1,12 +1,0 @@ 1 -====contact==== 2 -fb message: http://m.me/tapiocaball 3 -email: imeganwu@gmail.com 4 -i'll be more likely to check messenger than email :) 5 - 6 -====many apologies==== 7 -my aff wiki isn't working, so aff stuff is disclosed on my neg page. I won't know my neg strat until the aff is disclosed, and everything disclosed has been broken in round. 8 - 9 -====important links==== 10 -http://explore.org/live-cams/player/kitten-rescue-cam 11 - 12 -check out http://instagram.com/interlakeld ;) - EntryDate
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... ... @@ -1,19 +1,0 @@ 1 -Courts recognize carrying weapons as a form of symbolic speech – the AC removes any restrictions on the carry of weapons at universities. 2 -Blanchfield 14’ “What do Guns Say?” - The New York Times May 4 2014 - Patrick Blanchfield is a freelance writer with at a PhD in Comparative Literature from Emory University, and has completed four years of coursework in psychoanalytic theory and clinical practice at the Emory Psychoanalytic Institute. He does critical writing on US culture, gun violence and politics 3 -Earlier this month, 4 -AND 5 -not going to happen.” 6 - 7 -Guns in the classroom sow mistrust and fear, stifle discussion and undermine political freedom—that’s the antithesis of a deliberative community. 8 -Debrabander ‘16 9 -Firmin Debrabander professor of philosophy at the Maryland Institute College of Art. “How Guns Could Censor College Classrooms.” The Atlantic. 4 March 2016. http://www.theatlantic.com/education/archive/2016/03/the-steep-cost-of-allowing-guns-in-the-college-classroom/472296/ 10 -“Be careful discussing 11 -AND 12 -merely perceived threats. 13 - 14 -And, campus carry silences minority voices in particular—black students are especially vulnerable to gun violence, while simultaneously ostracized if they choose to carry themselves. 15 -Gordon et al. ‘15 16 -Edmund T. Gordon and the faculty of African and African Diaspora Studies (AADS). “Warfield Center for African and African American Studies on Campus Carry.” Gun Free UT. 26 October 2015. 17 -In this country, 18 -AND 19 -police officers alike. - EntryDate
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... ... @@ -1,18 +1,0 @@ 1 -====A model of queerness constituted by being outwardly marked is dangerous—for the most vulnerable queer and trans folk, the Aff forces an impossible decision between risking themselves in unsafe communities by “coming out” and being sent to prison. Presuming that queerness should be either visibly marked or self-disclosed contributes to a culture that perpetuates the suffering of bodies for whom a “safe space” does not exist. The fantasy of visibility as liberation, particularly within the context of legal redress, only works to hurt the most vulnerable while placating demands for material change.==== 2 -Darkmatter (Darkmatter Trans South Asian performance art duo comprised of Lok Vaid-menon and Janani Balasubramanian. Facebook post. 11 October, 2015. https://www.facebook.com/darkmatterpoetry/posts/910864705661114) 3 - 4 -Today we join 5 -AND 6 -act of resistance. 7 - 8 -====The dangerous notion that support can only be garnered by coming out reinforces a capitalist system whereby populations are marked by labels that shift to satisfy corporate demand. This twisted representation only serves to benefit the LGBT upper-class.==== 9 -Moore (Maloy Moore. “The Queer Market.” Wetlands Magazine. 2 November 2015.) 10 -If you’ve ever 11 -AND 12 -trying to live. 13 - 14 -====The ballot should prioritize the most vulnerable—legal reform strengthens institutions by creating an illusion of protection that operates through the sacrifice of the most vulnerable and whitewashes complicity in queerphobic, transphobic structures.==== 15 -Spade (Dean Spade Assistant professor at Seattle University School of Law. “Trans Law Reform Strategies, Co-Optation, and the Potential for Transformative Change.” 2009.) 16 -Our policy reform 17 -AND 18 -race, and gender. - EntryDate
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... ... @@ -1,1 +1,0 @@ 1 -2017-02-18 19:13:56.0 - Judge
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... ... @@ -1,0 +1,42 @@ 1 +=The promotion of free speech as a method of liberation entrenches the notion that free speech is a commodity; its identity and function are analogous to capital in a capitalist economy. = 2 +Brown 3 +Brown, Wendy. Undoing the demos: Neoliberalism's stealth revolution. MIT Press, 2015. https://www.mcgill.ca/ahcs/files/ahcs/wendy_brown_undoing_the_demos.pdf 4 +At times, kennedy raises 5 +AND 6 +capital in a neoliberal economy. 7 + 8 +=Neoliberalism frames academic freedom in the status quo. It defines what acceptable behavior is and any resistance by students and faculty against corporate hegemony are tossed out before they can pose a real threat.= 9 +Maira 10 +Chatterjee, Piya, and Sunaina Maira. "The Imperial University: race, war, and the nation-state." The imperial university: Academic repression and scholarly dissent (2014): 1-50. 11 +Our geopolitical positions— 12 +AND 13 +U.S. university system.11 14 + 15 +=Rights become meaningless; it manufactures consent to give the appearance of freedom that masks the commodification of people as instruments for the dominant system. = 16 +Smith 14 R.C. Smith April 24, 2014 “POWER, CAPITAL and THE RISE OF THE MASS SURVEILLANCE STATE: ON THE ABSENCE OF DEMOCRACY, ETHICS, DISENCHANTMENT and CRITICAL THEORY” Heathwood Institute and Press http://www.heathwoodpress.com/power-capital-the-rise-of-the-mass-surveillance-state-on-the-absence-of-democracy-ethics-disenchantment-critical-theory/ JJN from file 17 +One pressing issue, moreover, 18 +AND 19 +epistemic context of its own validity.13 20 + 21 +=Capitalism is the root cause of racism; racism masks exploitative capitalism= 22 +Young, professor of English at the University of Alabama, 6—Dr. Robert M was a professor of English in the College of Arts and Sciences at the University of Alabama. He passed away in 2010. (“Putting Materialism back into Race Theory: 23 +Toward a Transformative Theory of Race” http://www.redcritique.org/WinterSpring2006/puttingmaterialismbackintoracetheory.htm) 24 +So, then, what is so new in 25 +AND 26 + the condition for the free development of all" (Marx 31). 27 + 28 +=We must entirely withdraw the logic of capital—individual criticism is key to solve.= 29 +Johnston 04 30 +(Adrian interdisciplinary research fellow in psychoanalysis at Emory University, “The Cynic’s Fetish: Slavoj Žižek and the Dynamics of Belief” Psychoanalysis, Culture and Society, December p259) 31 +Perhaps the absence of a 32 +AND 33 + unconsciously, "internally" believe in it. 34 + 35 +==ROJ== 36 +1. ANALYTIC 37 +2. ANALYTIC 38 +Giroux 39 +Henry A Giroux American scholar and cultural critic. One of the founding theorists of critical pedagogy in the United States, he is best known for his pioneering work in public pedagogy, “Left Behind? American Youth and the Global Fight for Democracy”, Truthout, 28 Feb 2011, BE 40 +At the heart of such public 41 +AND 42 + to freedom, justice and equality. - EntryDate
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... ... @@ -1,0 +1,69 @@ 1 +Framing 2 +Resisting oppression is the highest obligation – it pervades the psyche, creating contradictions between thought and action. Resolving these contradictions by recognizing that dominator culture is external and also internalized is key to decolonizing the educational space. 3 +bell hooks 4 +Even though origin stories, 5 +AND 6 + anti-capitalist or anti-sexist voices 7 +Oppression is intersectional - we name it a white supremacist capitalist patriarchy, or WSCP. Every other methodology which doesn’t conceptualize oppression intersectionally omits sources of oppression. 8 +bell hooks 9 + I began to use the phrase in my 10 +AND 11 + accounting of identity. 12 +Without recognizing oppression intersectionally, we can never resist all oppression. Elements of our social position may put us in a position to be oppressed, but simultaneously all of us are privileged enough to be debating here right now – putting us in a position to be an oppressor. Without recognizing all the ways in which someone can perpetuate oppression, even if simultaneously a victim, we overlook that instance of domination. 13 +bell hooks 14 +In this society, there is no powerful 15 +AND 16 + self-interest directly threatened. 17 +I define loving as the process of social reorganization in which individuals actively embrace a politics of accountability, which is ultimately adopted by communities. The love ethic does not say that every person must become our friend – rather, we must answer oppression with actions constitutive of love. 18 +bell hooks 19 +Domination cannot exist 20 +AND 21 +to the people for whom it is done. 22 +The oppressor/oppressed binary is false – its establishment creates an endless cycle of blame and victimization which leads only to despair. 23 +bell hooks 24 +Casting blame and calling for 25 +AND 26 + thus seeing the larger picture. 27 + 28 +Thus, The ROB is to embrace a love ethic. 29 +Offense 30 +Speech restrictions are just used to protect students from being accountable for their identities – conflict is treated as worse than the potential for growth. 31 +Boostrom ‘98 32 +Understood as the avoidance of stress, 33 +AND 34 +going to be very unsafe. 35 +Thus, the advocacy: I defend the resolution as a general principle, insofar as to endorse a brave space for confronting discourse. I’ll clarify in CX if asked, which solves ambiguities in the ROB, advocacy, or offense. 36 +Arao and Clemens ’13 37 +As we developed alternatives to the safe space paradigm, we were influenced by Boostrom's (1998) critique of the idea of safe space, and in particular his assertion that bravery is 38 +AND 39 +hinder students in full and truthful engagement. 40 +One example of a brave space is is Intergroup Dialogue classes – these bring together participants from a variety of identities and have them discuss social justice and inqualities in facilitated environments. 41 +Zúñiga et al ‘07 42 +Intergroup dialogue is 43 +AND 44 +among social groups and individuals. 45 +Studies show brave spaces like Intergroup Dialogue sessions change participants’ behavior in accordance with participation in the dialogues. 46 +Zúñiga et al ‘07 47 +At the University of Michigan, 48 +AND 49 + intergroup dialogue helps foster these outcomes. 50 +The brave space is key to the existence of love – restrictions on speech hinder our ability to communicate across a difference in identity, but under the love ethic we have nothing to fear from another participant in the brave space, rendering speech restrictions unnecessary – the AC solves 51 +Lindsey ‘14 52 +For love to exist, 53 +AND 54 +nothing’s a monolith blah blah blah. 55 +Limitations on speech are actively bad – they legitimize harmful speech and reifiy prejudiced hierarchies. Racism is so enormous and amorphous that a colorblind restriction that doesn’t investigate the roots of hatred only makes things worse. 56 +Haiman 57 +Even if one were persuaded that banning 58 +AND 59 + laws and rules against racist speech. 60 + 61 + 62 +== cites - sorry for being bad @ formatting :( == 63 +bell hooks, “Writing Beyond Race: Living Theory and Practice.” Routledge. 2013 64 + Boostrom, Robert. (1998). Professor of Education at the University of Southern Indiana. "Safe spaces": Reflections on an educational metaphor. Journal of Curriculum Studies, 30(4), 397-408. 65 + Brian Arao and Kristi Clemens. From Safe Spaces to Brave Spaces: A New Way to Frame Dialogue Around Diversity and Social Justice. 2013, Stylus Publishing. 66 + Ximena Zúñiga, 2007. Original director of the Program for Intergroup Relations (group that initiated the first Intergroup Dialogue Program at UMich in 1988) and prof. at Umich Intergroup Dialogue in Higher Education: Meaningful Learning About Social Justice. ASHE Higher Education Report, Volume 32, Number 4. Pp. 3-5 67 + Ximena Zúñiga, 2007. Original director of the Program for Intergroup Relations (group that initiated the first Intergroup Dialogue Program at UMich in 1988) and prof. at Umich Intergroup Dialogue in Higher Education: Meaningful Learning About Social Justice. ASHE Higher Education Report, Volume 32, Number 4. Pp. 64-65 68 + Lindsey, Marley-Vincent, 2014. History PhD Student at Brown University, Graduate of the University of Chicago. Brave and Safe Spaces: bell hooks + Laverne Cox. https://mvlindsey.wordpress.com/2014/12/25/notes-on-brave-and-safe-spaces/ 69 + Franklyn Haiman. The Remedy is More Speech. (1991). The American Prospect. Retrieved 13 December 2016, from http://prospect.org/article/remedy-more-speech. Franklyn Haiman is John Evans Professor Emeritus of Communications Studies at Northwestern University. He is the author of Speech and Law in a Free Society and "Speech Acts" and the First Amendment. - EntryDate
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... ... @@ -1,0 +1,28 @@ 1 +=Disability is an outgrowth of labor relations- the social/minority model places the problem in terms of inter-personal relations which diverts attention from the true cause= 2 +Kaye, 12 3 +Bradley, Ph.D. in philosophy from Binghamton University, “Politics, An Illusion We Have Forgotten Is Such,” http://www.uta.edu/huma/agger/fastcapitalism/9_1/kaye9_1.html~ 4 +Emerging work on disability 5 +AND 6 +oppression from being seen. 7 + 8 +=ANALYTIC= 9 + 10 +=The rise of capitalism began to define individuals by the labor capacity in which disabled people were relegated to the periphery and began to deem people with disabilities as social problems- Marxism has a better explanatory power for the different contingent and evolving definitions and oppressions of disabled bodies = 11 +Russel and Malhorta, 9 *Marta writer/producer whose investigative reporting, “Capitalism and Disability,” http://socialistregister.com/index.php/srv/article/viewFile/5784/2680~ 12 +The primary oppression 13 +AND 14 +oppression in every aspect of modern life. 15 + 16 +=The Judge has an a priori ethical obligation to reject capitalism because it makes its victims anonymous.= 17 +Zizek and Daly 04 Glyn. Lecturer in International Studies at the University College Northampton; Slavoj Zizek, world famous philosophy on psychoanalysis and capitalism; Conversations with Žižek. 14-19 18 +For Zizek it is imperative 19 +AND 20 +consumerism and lifestyle. 21 + 22 +=The alternative is class analysis first= 23 +Mollow 4 Anna Mollow, "IDENTITY POLITICS ANDDISABILITY STUDIES:A CRITIQUE OF RECENT THEORY" University of Michigan Quarterly Review, 2004 quod.lib.umich.edu/cgi/t/text/text-idx?cc=mqr;c=mqr;c=mqrarchive;idno=act2080.0043.218;rgn=main;view=text;xc=1;g=mqrg 24 +Treating disagreements about identity 25 +AND 26 +workplace accommodations they secure.9 27 + 28 +This IS A link to their method not their advocacy. - EntryDate
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