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Cites

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1		-==Part One is the Framing:==
2		-
3		-First, speech restrictions, not as speech codes but as the denial of certain bodies access to political spaces, dooms us to reinforce oppression to disabled bodies. Normative evaluation of the resolution must follow a change in epistemology, Hedva Johanna Hedva, xx-xx-xxxx, "Sick Woman Theory," Mask Magazine, http://www.maskmagazine.com/not-again/struggle/sick-woman-theory
4		-If we take Hannah Arendt’s definition of the political
5		-AND
6		-as political activists.
7		-
8		-Second, put away your T arguments, the political subject can never be a disabled body meaning the k controls the internal link it’s the only way to avoid analyzing the right to speech before bodies have equal access. Liberal theory naturalizes ability as an inherent feature of speech, Appudarai and Volger Appadurai and Volger 11 (Carol Appadurai is an Associate Professor of History, The New School Candace Vogler is an associate professor in the Department of Philosophy at the University of Chicago, where she teaches ethics, social and political philosophy, and gender and sexuality studies., "The Critical Limits of Embodiment: Disability's Criticism", Public Culture, Volume 13, Number 3, Fall 2011) DR 15
9		-Disability studies teaches that
10		-AND
11		-of mutual desire.
12		-
13		-Third, an interruption of the norms in the political, including debate, is needed. Normalized reactions to disability are exclusive; utopian thinking helps solve. Campbell
14		-(Fiona Kumari Campbell, Associate Professor in Law for Griffith Law School, and a Adjunct Professor in Disability Studies at the University of Kelaniya. "Stalking Ableism: Using Disability to Expose 'Abled' Narcissism." In the book "Disability and Social Theory: New Developments and Directions." Chapter 13. Palgrave McMillan, 2012.)
15		-Difference can be
16		-AND
17		-the impairment state.
18		-
19		-Fourth, the role of the ballot is to endorse the debater who has the best methodology to exposing, understanding, and disrupting oppressive ableist mindsets through micro-political action.
20		-
21		-The classroom should be a space of liberatory discourse. Dreaming with disability studies produces an active engagement in the classroom. Exploring utopian alternatives to disability opens up the revolutionary pedagogical potential this space has, and allows us to explore alternatives that have real impacts all of us. Erevelles 14,
22		-Home Vol 34, No 2 (2014) Erevelles Thinking with Disability Studies Nirmala Erevelles Professor, Social and Cultural Studies in Education, The University of Alabama E-mail: nerevell@bamaed.ua.edu
23		-Dreaming, then, with
24		-AND
25		-all our difference(s).
26		-
27		-==Part Two is the Substance:==
28		-Our advocacy is that we as debaters takes an imaginative act and not restrict the free speech of disabled bodies.
29		-
30		-The law and speech codes reinforce an ontological dichotomy between abled and disabled bodies. We have an obligation to question ableist notions of power which form the root cause of oppression. Campbell 8 Fiona Kumari Campbell is a leading disability studies theorist (2008) by Fiona Kumari Campbell http://www.stopableism.org/view_2.asp
31		-There are problems
32		-AND
33		-mechanisms of ordering.
34		-
35		-And, utopian theorization of imaginative acts is key; only imagining utopian worlds free of ableism can upheave the very roots of the political’s exclusion of disabled bodies, Campbell 2
36		-The matter of re-imagining
37		-AND
38		-the realms of the perverse.
39		-
40		-Next, the performative act of the 1AC provides liberatory potential for the debate space endorsing our methodology causes a spillover into our everyday lives. We need challenge hegemonic conceptions of normality which exclude disabled bodies from engagement through micro-p action. Beckett 13
41		-Beckett 13’- Angharad Anti-oppressive pedagogy and¶ disability: possibilities and challenges, School of Sociology and Social Policy, University of Leeds-
42		-
43		-Serious and systemic
44		-AND
45		-oppressed’ and ‘privileged’.
46		-==Part Three is the Underview==
47		-
48		-First, this space is key- an analysis of disabled bodies is a prior question to any other form of discourse, understanding why bodies are excluded from discursive spaces is necessary to have meaningful dialogue to begin with. This means the aff is a pre-requisite to fair or educational debate because accessibility controls the internal link to all your theory impacts. Put away your T and theory right now.
49		-Boys 8 (Jos, “challenging the 'normal': towards new conceptual frameworks”, http://www.sowhatisnormal.co.uk/challenging)
50		-This shifts the
51		-AND
52		-of that difference.
53		-
54		-analytic theory spike
55		-
56		-analytic weighing
57		-
58		-Comparative Worlds Approach Maintains Flexibility For Both Debaters, Nelson. Adam F. JD, Director of Lincoln-Douglas Debate and Mock Trial at The Harker School, San Jose, CA.
59		-Instead, it seems
60		-And
61		-the same way.
62		-
63		-Fourth, Debate is Excluding certain bodies and fairness is part of that problem; embrace k debate to move beyond and liberate oppressed bodies, Brown. (Adam Brown, 2016, NSD Update www.nsdupdate.com)
64		-First, debate, as
65		-AND
66		-be truly liberatory.
67		-
68		-Analytic theory spike
69		-
70		-Analytic Theory Spike

EntryDate

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1		-2017-01-29 02:35:20.0

Judge

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1		-James Brock

Opponent

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1		-Hawken HG

ParentRound

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1		-6

Round

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1		-1

Team

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1		-Kamiak Battle Aff

Title

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1		-2 - JF Ableism K

Tournament

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1		-Emory