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Caselist.CitesClass[7]

Cites

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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		-2017-01-06 22:16:39.0

Judge

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1		-Jeffrey Richards

Opponent

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1		-Brentwood LR

ParentRound

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1		-10

Round

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1		-1

Team

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1		-Interlake Wu Neg

Title

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1		-jf - ac - bell hooks

Tournament

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1		-UPS