Summary

• Objects (1 modified, 1 added, 0 removed)
  • Caselist.RoundClass[28]
  • Caselist.CitesClass[33]

Details

Caselist.RoundClass[28]

EntryDate

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1		-2017-01-08 20:20:49.114
	1	+2017-01-08 20:20:49.0

Caselist.CitesClass[33]

Cites

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	1	+Academia is a pollution of the affirmative project—an inoculation and re-scripting of the very terms of contestation such that nothing is left but the continued propagation of social death
	2	+Occupied UC Berkeley ‘9 (“The Necrosocial – Civic Life, Social Death, and the University of California,” November 2009, Craccum Magazine – University of Auckland Student Magazine. Iss. 4, 2012. http://craccum.ausa.auckland.ac.nz/?p=286) m leap
	3	+Yes, very much a cemetery. Only here there are no dirges, no
	4	+AND
	5	+. We need, we desire occupations. We are an antagonistic dead.
	6	+
	7	+The aff is curriculum – the 1AC’s strategy is premised upon utilizing knowledge as a telos which runs parallel to settler colonialism – they mystify the structuring foundation for the modern university: the walling off of indigenous bodies from civil society
	8	+1. Curriculum is colonialism – the way curriculum is defined (i.e. curriculum scholars, who choose what we study) have chosen to relegate blackness and identititrain studies to outside of what is core knowledge – like take two math classes, science classes – why shouldn’t you be required to learn about blackness, gender, why are they less valuable to the curriculum
	9	+Just because some white curriculum scholar decides people don’t’ need to learn black studies,
	10	+AND
	11	+been sidelined and reappropriated in ways that reinscribe settler colonialism and settler futurity.
	12	+
	13	+The aff is political vampirism – it engages in the rhetoric of emancipation and optimism which oversimplifies individual stories to drain the vital force and complexity of life in the over-presence of the imagistic representations.
	14	+Berlant 98. Lauren, George M. Pullman Professor, Department of English, University of Chicago, “Poor Eliza,” American Literature, Vol. 70, No. 3, No More Separate Spheres! (Sep., 1998), Duke University Press, pg. 635-668
	15	+What distinguishes these critical texts are the startling ways they struggle to encounter the Uncle
	16	+AND
	17	+in some way, fully expressed by the overpresence of the stereotypical image.
	18	+
	19	+The alternative is dis-engagement with normative academic and debate spaces as a starting point for our theorizations in favor of the Undercommons. Only there can our agency, subjectivity and strategies be stolen back from the violent processes of the Academy.
	20	+1. We need to steal away black ideas to the udnercommons, take away identitarian knowledge away.
	21	+2. Space outside modern academy where there can be unhindered black thought – getting to the underocmmons is stealing away your knowledge and bringing it the undercommons. It’s fugitivity.
	22	+Why is it that kids from the Glenbrooks are running wilderson – he could’ve talked
	23	+AND
	24	+of the critical academic. The undercommons is therefore always an unsafe neighborhood.
	25	+
	26	+Our fugitive politics is crucial to the creation of epistemologies and strategies towards freedom.
	27	+Dillon 13 (Stephen Dillon, assistant professor of Queer Studies, holds a B.A. from the University of Iowa and a Ph.D. in American Studies with a minor in Critical Feminist and Sexuality Studies from the University of Minnesota, “Fugitive Life: Race, Gender, and the Rise of the Neoliberal-Carceral State A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL OF THE UNIVERSITY OF MINNESOTA”, May 2013) CJun
	28	+Aff can’t solve own impacts – because serial policy failure – modern forms of the
	29	+AND
	30	+understood freedom as the very act of running, fleeing, and escaping.

EntryDate

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	1	+2017-01-08 20:20:50.675

Judge

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	1	+Heaven

Opponent

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	1	+Harrison RP

ParentRound

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	1	+28

Round

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	1	+4

Team

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	1	+Lexington Venkatasami Neg

Title

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	1	+JANFEB- Academia K

Tournament

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	1	+Newark