Changes for page Lynbrook Huang Neg
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... ... @@ -1,0 +1,54 @@ 1 +====Nuclear power isn't inherently unsafe – the aff's technological retrogression via a ban is a band-aid solution that serves to mask and justify the systems of capitalism that create the problems in the first place. Only the alt can truly solve the aff. SLP '81 ==== 2 +**SLP 81 "Socialism and Nuclear Power" A Socialist Labor Party Statement 1981 http://www.slp.org/res_state_htm/soc_nuc_power.html** 3 +Socialists can bring many important insights to the questions and concerns raised by nuclear technology 4 +AND 5 +the horror it currently is to the benefactor of an emancipated working class. 6 + 7 + 8 +====The logic of capitalism allows for neo-colonial genocide – root cause of all your impacts. Santos 03,==== 9 +**Santos, 03 Professor of Sociology at the School of Economics, University of Coimbra (Portugal), Distinguished Legal Scholar at the University of Wisconsin-Madison Law School, Director of the Center for Social Studies of the University of Coimbra, ~~Boaventura de Sousa, "Collective Suicide?" Bad Subjects, Issue 63, April, http://www.ces.uc.pt/opiniao/bss/072en.php~~** 10 +According to Franz Hinkelammert, the West has repeatedly been under the illusion that it 11 +AND 12 +machine of democracy and liberty turns into a machine of horror and destruction. 13 + 14 + 15 +====The alternative is to reject the aff in favor of embracing pedagogical Marxist socialism. It is the role of educators to expand our understandings of alternatives to capitalism. D'Annibale '06==== 16 +Valerie Scatamburlo-D'Annibale, award-winning author and educator, is an Associate Professor of Communication Studies @ University of Windsor "Imagining the Impossible: Revolutionary Critical Pedagogy Against the 21^^st^^ Century American Imperium" International Journal of Progressive Education Vol: 2 Issue: 3 17 +The Boy Emperor and his minions would have us believe that our only choice is 18 +AND 19 +historian, scholar, and activist Studs Terkel, that hope dies last. 20 + 21 + 22 +====And, recognizing that the epistemology of capitalism manipulates our understanding of policy is a pre-condition to evaluating the resolution and the aff. Marsh 95,==== 23 +Marsh 95- Professor of Philosophy at Fordham University, PhD from Northwestern University (James, Critique Action and Liberation, p 331-2) 24 +Is it reasonable, therefore, even to talk about the possibility of a socialism 25 +AND 26 +move on. Recent events in eastern Europe only confirm such a judgment. 27 + 28 + 29 +====The role of the ballot and judge as an educator is to reject arguments based on asymmetrical power relations—because pedagogical contexts are inherently political, we have a unique opportunity to promote real change. Trifonas 03,==== 30 +**PETER PERICLES TRIFONAS. PEDAGOGIES OF DIFFERENCE: RETHINKING EDUCATION FOR SOCIAL CHANGE/ RoutledgeFalmer. New York, London. 2003. Questia.** 31 +Just as objective social reality exists not by chance, but as the product of 32 +AND 33 +, a decolonizing pedagogy addresses both the means and the ends of schooling. 34 + 35 + 36 +====And, critical pedagogy is the strongest internal link into education in any context—class relations are present within any discussion. Trifonas 03 continues,==== 37 +**PETER PERICLES TRIFONAS. PEDAGOGIES OF DIFFERENCE: RETHINKING EDUCATION FOR SOCIAL CHANGE/ RoutledgeFalmer. New York, London. 2003. Questia.** 38 +If we superimpose my formulation of "power as relation" on the discussion concerning 39 +AND 40 +to make the world a better place for us and for our children. 41 + 42 + 43 +====We have an obligation to embrace critical pedagogy. McLaren et al 04,==== 44 +**McLaren et al. 2004Peter McLaren is a Professor and Gregory Martin and Nathalia Jaramillo are doctoral students, all in the Division of Urban Schooling of the Graduate School of Education and Information Studies @ UCLA. Ramin Farahmandpur is an assistant professor in the Department of Educational Policy, Foundations, and Administrative Studies @ Portland State University "Teaching in and against the Empire: Critical Pedagogy as Revolutionary Praxis" Teacher Education Quarterly 2004 - Volume 31, Number 1** 45 +In creating the conditions for social change, then, the best pedagogy recognizes the 46 +AND 47 +against empire. Because of this, we will settle for nothing less. 48 + 49 + 50 +====Student education is uniquely crucial to successfully overthrow capitalism. Marcuse 72,==== 51 +**Marcuse, German philosopher and sociologist, 1972 ~~Herbert, Counterrevolution and Revolt, P. 54-56~~** 52 +The dominion of this democracy still leaves room for the building of autonomous local 53 +AND 54 +genesis and of the ways in which it is reproduced: critical thinking. - EntryDate
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