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Summary

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1 -SEPT OCT AC Environmental Justice
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1 -Framework
2 -Policy analysis within debate should not be identical to policy analysis in the real world. Instead, we should prioritize impacts relevant to anti-colonial struggle when discussing resolutional policy proposals because debate’s educational prerogatives mandate focus on these impacts. This also requires holding both debaters accountable for their performance as representatives of a policy position.
3 -The judge voting for one side or the other does not actually cause the plan to happen, but the ideas that we advocate are real. If you have a chance to impact the real world through the debate round, that should be a prior question.
1 +Link
2 +Nuclear power will be replaced by coal construction and natural gas.
3 +Biello 2013, David. “How Nuclear Power Can Stop Global Warming,” December 12, 2013.http://www.scientificamerican.com/article/how-nuclear-power-can-stop-global-warming/. SD
4 +As long as countries like China or the U.S. employ big grids to deliver electricity, there will be a need for generation from nuclear, coal or gas, the kinds of electricity generation that can be available at all times. A rush to phase out nuclear power privileges natural gas—as is planned under Germany's innovative effort, dubbed the Energiewende (energy transition), to increase solar, wind and other renewable power while also eliminating the country's 17 reactors. In fact, Germany hopes to develop technology to store excess electricity from renewable resources as gas to be burned later, a scheme known as “power to gas,” according to economist and former German politician Rainer Baake, now director of an energy transition think tank Agora Energiewende. Even worse, a nuclear stall can lead to the construction of more coal-fired power plants, as happened in the U.S. after the end of the nuclear power plant construction era in the 1980s.∂
4 4  
5 -Don’t let them hide behind alarmist consequentialist claims that nuclear energy is necessary to save the world. Nuclear colonialism deploys discourses that justify the sacrifice of native peoples and land in the name of national interest.
6 -Endres 09 - Endres, Danielle. "The rhetoric of nuclear colonialism: Rhetorical exclusion of American Indian arguments in the Yucca Mountain nuclear waste siting decision." Communication and Critical/Cultural Studies 6.1 (2009): 39-60. MC
7 -Resistance to nuclearism comes in many forms, one of which is the body of scholarship called nuclear communication criticism. Within this corpus, Bryan Taylor and William Kinsella advocate the study of ‘‘nuclear legacies’’ of the nuclear production process.39 The material legacies of the nuclear production process include the deaths of Navajo uranium miners, the left-over uranium tailings on Navajo land, and Western Shoshone downwinders. However, nuclear waste is in need of more examination; as Taylor writes, ‘‘nuclear waste represents one of the most complex and highly charged controversies created by the postwar society. Perhaps daunted by its technical, legal and political complexities, communication scholars have not widely engaged this topic.’’40 One of the reasons that nuclear waste is such a complex controversy is its connection with nuclear colonialism. Nuclear communication criticism has focused on examination of the ‘‘practices and processes of communication’’ related to the nuclear production process and the legacies of this process.41 At least two themes in nuclear discourse are relevant to nuclear colonialism: 1) invocation of national interest; and 2) constraints to public debate. First, nuclear discourse is married to the professed national interest, calling for the sacrifices among the communities affected by the legacies of the nuclear production process.42 According to Kuletz, the American West has been constructed as a ‘‘national sacrifice zone’’ because of its connection to the nuclear production process.43 Nuclearism is tautological in its basic assumption that nuclear production serves the national interest and national security and its use of national security and national interest to justify nuclearism. The federal government justifies nuclear production, which disproportionately takes place on American Indian land, as serving the national security. This justification works with the strategy of colonialism that defines American Indian people as part of the nation and not as separate, inherently sovereign entities whose national interest may not include storing nuclear waste on their land.
8 -First, debate matters
9 -a) Tacit assumptions affect students’ development. Acting on assumptions that support those in power supports those power relations. Darder et al.
10 -Darder, Antonia, Baltodano, Marta, and Torres, Rodolfo. “Critical Pedagogy: An Introduction” in The Critical Pedagogy Reader, edited by Darder, Baltodano, and Torres. Second Edition. New York, Taylor and Francis, 2009. MO. Pg 6-7
11 -This phenomenon can be understood within the context of schooling in the following way. Through the daily implementation of specific norms, expectations, and behaviors, that incidentally conserve the interests of those in power, students are ushered into consensus. Gramsci argued that by cultivating such consensus through personal and institutional rewards, students could be socialized to support the interests of the ruling elite, even when such actions were clearly in contradiction with the students’ own class interests. As such, this reproduction of ideological hegemony within schools functioned to sustain the hegemonic processes that reproduced cultural and economic domination within the society. This process of reproduction was then perpetuated through what Gramsci termed “contradictory consciousness.” However, for Gramsci this was not a clean and neat act of one-dimensional reproduction. Instead, domination existed here as a complex combination of thought and practices, in which could also be found the seeds for resistance.
12 -b) Debate allows us to transform our realities, which makes it a key site of resistance to oppression – but only if we prioritize discussion of those impacts in the context of how to decide policy questions. The AC allows us to stand in solidarity with Native Americans who have spoken out about their suffering due to nuclear power.
13 -Freire, Paulo. “Pedagogy of the Oppressed.” In Oppression, Privilege, and Resistance, eds. Lisa Heldke and Peg O’Connor. New York: McGraw-Hill, 2004. Print. MO. Gendered language due to translation from Portuguese. Pp9-10
14 -The same is true with respect to the individual oppressor as a person. Discovering himself to be an oppressor may cause considerable anguish, but it does not necessarily lead to solidarity with the oppressed. Rationalizing his guilt through paternalistic treatment of the oppressed, all the while holding them fast in a position of dependence, will not do. Solidarity requires that one enter into the situation of those with whom one is solidary; it is a radical posture. If what characterizes the oppressed is their subordination to the consciousness of the master, as Hegel affirms, true solidarity with the oppressed means fighting at their side to transform the objective reality which has made them these “beings for another.” The oppressor is solidary with the oppressed only when he stops regarding the oppressed as an abstract category and sees them as persons who have been unjustly dealt with, deprived of their voice, cheated in the sale of their labor—when he stops making pious, sentimental, and individualistic gestures and risks an act of love. True solidarity is found only in the plenitude of this act of love, in its existentiality, in its praxis. To affirm that men are persons and as persons should be free, and yet to do nothing tangible to make this affirmation a reality, is a farce. ¶ Since it is in a concrete situation that the oppressor-oppressed contradiction is established, the resolution of this contradiction must be objectively verifiable. Hence, the radical requirement—both for the man who discovers himself to be an oppressor and for the oppressed—that the concrete situation which begets oppression must be transformed.
15 -Second, debate entails a unique obligation to prioritize anti-colonial struggle
16 -a) Small and symbolic acts of resistance are crucial to long-term change because they legitimate new ideologies. This is the only way to replace toxic worldviews with better ones. Gilmore 07
17 -Gilmore, Ruth Wilson. Associate Professor of Geography, Director of Program in American Studies and Ethnicity, University of Southern California Golden Gulag: Prisons, Surplus, Crisis, and Opposition in Globalizing California. London: University of California Press, 2007. Print. MO. Pp 242-244
18 -If we take to heart the fact that we make places, things, and selves, but not under conditions of our own choosing, then it is easier to take the risk of conceiving change as something both short of and longer than a single cataclysmic event. Indeed, the chronicles of revolutions all show how persistent small changes, and altogether unexpected consolidations, added up to enough weigh, over time and space, to cause a break with the old order. Certainly, the political forces that hold governmental power in the United States of the early twenty-first century figured this out and persisted for decades until they won. With persistence, practices and theories circulate, enabling people to see problems and their solutions differently—which then creates the possibility of further, sometimes innovative, action.¶ Such change is not just a shift in ideas or vocabulary or frameworks, but rather in the entire structure of meanings and feelings (the lived ideology, or “taking to heart”) through which we actively understand the world and place our actions in it (Williams 1961). Ideology matters along its entire continuum, from common sense (“where people are at”) to philosophies (where people imagine the coherence of their understanding comes from: Jesus, Mohammed, the Buddha, Marx, Malcom X, the market).¶ The bottom line is this: if the twentieth century was the age of genocide on a planetary sale, then in order to avoid repeating history, we ought to prioritize coming to grips with dehumanization. Dehumanization names the deliberate, as well as the mob-frenzied, ideological displacements central to any group’s ability to annihilate another in the name of territory, wealth, ethnicity, religion. Dehumanization is also a necessary factor in the acceptance that millions of people (sometimes including oneself) should spend part or all of their lives in cages.¶
19 19  
20 -b) As an educator, the judge has an obligation to re-shape our educational activity by adopting a historicized narrative that highlights mistreatment of indigenous people and other marginalized groups.
21 -hooks, bell. “overcoming white supremacy: a comment.” In Oppression, Privilege, and Resistance, eds. Lisa Heldke and Peg O’Connor. New York: McGraw-Hill, 2004. Print. MO. Pp 71
22 -Recently in a conversation with a white male lawyer at his home where I was a guest, he informed me that someone had commented to him that children are learning very little history these days in school, that the attempt to be all-inclusive, to talk about Native Americans, blacks, women, etc. has led to a fragmented focus on particular individuals with no larger historical framework. I responded to this comment by suggesting that it has been easier for white people to practice this inclusion rather than change the larger framework; that it is easier to change the focus from Christopher Columbus, the important white man who “discovered” America, to Sitting Bull or Harriet Tubman, than it is to cease telling a distorted version of U.S. history which upholds white supremacy. Really teaching history in a new way would require abandoning the old myths informed by white supremacy like the notion that Columbus discovered America. It would mean talking about imperialism, colonization, about the Africans who came here before Columbus (see Ivan Van Sertima’s They Came Before Columbus). It would mean talking about genocide, about the white colonizers’ exploitation and betrayal of Native American Indians; about the ways the legal and governmental structures of this society from the Constitution on supported and upheld slavery, apartheid (see Derrick Bell’s And We Are Not Saved). This history can be taught only when the perspectives of teachers are no longer shaped by white supremacy. Our conversation is one of the many examples that reveal the way black people and white people can socialize in a friendly manner, be racially integrated, while deeply ingrained notions of white supremacy remain intact. Incidents like this make it necessary for concerned folks, for righteous white people, to begin to fully explore the way white supremacy determines how they see the world, even as their actions are not informed by the type of racial prejudice that promotes overt discrimination and separation.
7 +After a ban on nuclear power, coal consumption would rise dramatically. Nakata 2002
8 +Toshihiko Nakata Professor at Tohoku University, “Analysis of the impacts of nuclear phase-out on energy systems in Japan” April 2002
9 +Fig. 3 illustrates the changes in the electric power generation under the nuclear phase-out case. The total energy consumption and the carbon dioxide emissions for four scenarios in the year 2041 are shown in Table 4. We can see three ways in which the system has adjusted to make up the nuclear boiler after its phasing out: ∂ The use of coal boiler and coal IGCC rise and the total coal consumption rises by four times. The use of gas combined-cycles and gas boiler rise gradually, and the total gas consumption ∂ grows by three times. The renewables are not seen in the electricity market.
10 +
11 +Germany proves that ending the production of nuclear power results in the increased use of coal.
12 +Lindsay Abrams (Staff Writer at Salon on sustainable energy), "Germany’s clean energy plan backfired", Salon, 07/30/2013, www.salon.com/2013/07/30/germanys_clean_energy_plan_backfired/
13 +When a nuclear power plant closes, a coal plant opens. At least, that’s the way things are shaping up in Germany, where the move away from nuclear energy appears to have backfired. For the second consecutive year, according to Bloomberg, the nation’s greenhouse gas emissions are set to increase. German Chancellor Angela Merkel made headlines back in 2011 when, in the wake of the reactor meltdown in Tokyo, she announced the impending closure of Germany’s 17 nuclear reactors. Up until then, nuclear-generated energy contributed to a full quarter of the nation’s electricity. At the time, the closings were framed as a positive effort to increase the country’s use of clean energy. As an expert then predicted to the New York Times: “If the government goes ahead with what it said it would do, then Germany will be a kind of laboratory for efforts worldwide to end nuclear power in an advanced economy.” But predictably, when nuclear plants began to shut down, as eight immediately did, something else had to take its place. And coal, which according to Bloomberg is favored by the market, did just that. In the absence of a strong government plan to push natural gas and renewable forms of energy, the share of electricity generated from coal rose from 43 percent in 2010 to 52 percent in the first half of this year, according to the World Nuclear Association.
14 +
15 +Impact
16 +
17 +The use of coal leads to detrimental health issues and is largely responsible for global warming. Keating 2001.
18 +Martha Keating (Policy Advisor at U.S. Environmental Protection Agency), “Cradle to Grave: the Environmental Impacts from Coal”, Clean Air Task Force, June, 2001 SD
19 +The electric power industry is the largest toxic polluter in the country, and coal, which is used to generate over half of
the electricity produced in the
U.S., is the dirtiest of all fuels.1
From mining to coal cleaning,
from transportation to electricity
generation to disposal, coal
releases numerous toxic pollut-
ants into our air, our waters and onto our lands.2 Nation- ally, the cumulative impact of all of these effects is magnified by the enormous quantities of coal burned each year – nearly 900 million tons. Promoting more coal use without also providing additional environmental safe- guards will only increase this toxic abuse of our health and ecosystems. ∂ The trace elements contained in coal (and others formed during combustion) are a large group of diverse pollutants with a number of health and environmental effects.3 They are a public health concern because at sufficient exposure levels they adversely affect human health. Some are known to cause cancer, others impair reproduc- tion and the normal development of children, and still others damage the nervous and immune systems. Many are also respira- tory irritants that can worsen respiratory conditions such as asthma. They are an environmen- tal concern because they damage ecosystems. Power plants also emit large quantities of carbon dioxide (CO2), the “greenhouse gas” 2 largely responsible for climate change.

20 +
21 +
22 +The presence of coalmines in an area detrimentally affects the communities there, who are extremely poor minorities. Keating 2001.
23 +Martha Keating (Policy Advisor at U.S. Environmental Protection Agency), “Cradle to Grave: the Environmental Impacts from Coal”, Clean Air Task Force, June, 2001
24 +Children living in the vicinity of power plants have the highest health risks. Adults are also at risk from contami- nated groundwater and from inhaling dust from the facility. The poverty rate of people living within one mile of power plant waste facilities is twice as high as the national average and the percentage of non-white populations within one mile is 30 percent higher than the national average.51 ∂ Consequently, there may be other factors that make these people more vulnerable to health risks from these facilities. These include age (both young and old), nutritional status and access to health care. Also, these people are exposed to numerous other air pollutants emitted from the power plant smokestacks and possibly to air pollution from other nearby industrial facilities or lead paint in the home. Similar high poverty rates are found in 118 of the 120 coal-producing counties in America where power plant combustion wastes are increasingly being disposed of in unlined, under-regulated coal mine pits often directly into groundwater. ∂ Mineworkers and their families also often reside in the communities where the coal is being mined. Some of the additional health risks and dangers to residents of ∂ coal mining communities include injuries and fatalities related to the collapse of highwalls, roads and homes adjacent to or above coal seams being mined; the blasting of flyrock offsite onto a homeowner’s land or public roadway; injury and/ or suffocation at abandoned mine sites; and the inhalation of airborne fine dust particles off-site.
25 +
26 +
27 +
28 +Global warming leads to the extinction of people and animals. Urban 2015
29 +Mark C. Urban “Accelerating extinction risk from climate change” Science 01 May 2015:
30 +Overall, 7.9 of species are predicted to become extinct from climate change; (95 CIs, 6.2 and 9.8) (Fig. 1). Results were robust to model type, weighting scheme, statistical method, potential publication bias, and missing studies (fig. S1 and table S2) (6). This proportion supports an estimate from a 5-year synthesis of studies (7). Its divergence from individual studies (1–4) can be explained by their specific assumptions and taxonomic and geographic foci. These differences provide the opportunity to understand how divergent factors and assumptions influence extinction risk from climate change.∂ The factor that best explained variation in extinction risk was the level of future climate change. The future global extinction risk from climate change is predicted not only to increase but to accelerate as global temperatures rise (regression coefficient = 0.53; CIs, 0.46 and 0.61) (Fig. 2). Global extinction risks increase from 2.8 at present to 5.2 at the international policy target of a 2°C post-industrial rise, which most experts believe is no longer achievable (8). If the Earth warms to 3°C, the extinction risk rises to 8.5. If we follow our current, business-as-usual trajectory representative concentration pathway (RCP) 8.5; 4.3°C rise, climate change threatens one in six species (16). Results were robust to alternative data transformations and were bracketed by models with liberal and conservative extinction thresholds (figs. S2 and S3 and table S3).∂ Regions also differed significantly in extinction risk (ΔDIC = 12.6) (Fig. 3 and table S4). North America and Europe were characterized by the lowest risks (5 and 6, respectively), and South America (23) and Australia and New Zealand (14) were characterized by the highest risks. These latter regions face no-analog climates (9) and harbor diverse assemblages of endemic species with small ranges. Extinction risks in Australia and New Zealand are further exacerbated by small land masses that limit shifts to new habitat (10). Poorly studied regions might face higher risks, but insights are limited without more research (for example, only four studies in Asian ). Currently, most predictions (60) center on North America and Europe, suggesting a need to refocus efforts toward less studied and more threatened regions.
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