Last modified by Administrator on 2017/08/29 03:39

From version < 23.1 >
edited by Colin Fee
on 2017/02/18 02:45
To version < 4.1 >
edited by Colin Fee
on 2016/10/28 19:35
< >
Change comment: There is no comment for this version

Summary

Details

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1 -Hi im not disclosing on aff due to some personal reasons. FB msg me and i might send you cites if you're nice. Also if your neurodivergent or have any other disability/impairment that i can accomodate for you can let me know and illt ry my best to accommodate
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1 -facebook is the best way to find me. im a traditional debater whose branching into circuit so idk how this disclosure thing really works. Assumign you seem like a nice person ill send you cites to my aff ahead of time but bear in mind i only have it on paper so its possible i lose my cites and are thus anable to provide youw ith the information you want.
2 -
3 -Oh also things i need to disclose apparently
4 -1. i have dysgrafia flash your analytics and actually answer my questiosn when i ask for clarity
5 -2. im neurodivergent so take that as you will
6 -3. my best friend died by committing suicide do not read it in front of me
7 -4. i get it you hate capitalism but please try to be original and branch to other Ks
8 -
9 -
10 -Oh also i go to PA you can expect some semblance of a methods debate so assuming you can prove a violation on T (i think im topical) our mutual point of clash is the best way to engage with debate from a personal level
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1 -hi im jsut disclosing cites for the only aff ive run (pre berkeley planning on breaking new in outrounds there) Tags and poem are excluded since it had a bunch of personal shit that i dont really want to get into the details of or have people get easy acess to. If there are any probs with cites message me and ill give yu a quick url
2 -
3 -
4 -
5 -
6 -
7 -
8 -Campbell 3 Fiona Anne Kumari Campbell, The Great Divide: Ableism and Technologies of Disability Production, 2003
9 -Our discussion engages the imagination by playing dangerously (yet cautiously) with matters of
10 -AND
11 -~~.. a true esteeming of the Cripple ~~disabled~~ body" (1994
12 -
13 -
14 -==== Endorsing our methodology causes a spillover into our everyday lives; ====
15 -Beckett 13 - Angharad Anti-oppressive pedagogy and¶ disability: possibilities and challenges, School of Sociology and Social Policy, University of Leeds -
16 -====Serious and systemic disability discrimination
17 -¶ ‘oppressed’ and ‘privileged’.====
18 -
19 -
20 -Smith ^^^^’13,
21 -\"It will be uncomfortable, it will be hard, and it will require continued effort but the necessary step in fixing this problem, like all problems, is the community as a whole admitting that such a problem with many "socially acceptable" choices exists in the first place. Like all systems of social control, the reality of racism in debate is constituted by the singular choices that institutions, coaches, and students make on a weekly basis. I have watched countless rounds where competitors attempt to win by rushing to abstractions to distance the conversation from the material reality that black debaters are forced to deal with every day. One of the students I coached, who has since graduated after leaving debate, had an adult judge write out a ballot that concluded by "hypothetically" defending my student being lynched at the tournament. Another debate concluded with a young man defending that we can kill animals humanely, "just like we did that guy Troy Davis". Community norms would have competitors do intellectual gymnastics or make up rules to accuse black debaters of breaking to escape hard conversations but as someone who understands that experience, the only constructive strategy is to acknowledge the reality of the oppressed, engage the discussion from the perspective of authors who are black and brown, and then find strategies to deal with the issues at hand. It hurts to see competitive seasons come and go and have high school students and judges spew the same hateful things you expect to hear at a Klan rally. A student should not, when presenting an advocacy that aligns them with the oppressed, have to justify why oppression is bad. Debate is not just a game, but a learning environment with liberatory potential. Even if the form debate gives to a conversation is not the same you would use to discuss race in general conversation with Bayard Rustin or Fannie Lou Hamer, that is not a reason we have to strip that conversation of its connection to a reality that black students cannot escape. Current coaches and competitors alike ~~that~~ dismiss concerns of racism and exclusion, won’t teach other students anything about identity in debate other than how to shut down competitors who engage in alternative styles and discourses, and refuse to engage in those discussions even outside of a tournament setting. A conversation on privilege nd identity was held at a debate institute I worked at this summer and just as any theorist of privilege would predict it was the h eterosexual, white, male staff members that either failed to make an appearance or stay for the entire discussion. No matter how talented they are, we have to remember that the students we work with are still just high school aged children. If those who are responsible for participants and the creation of accessible norms won't risk a better future for our community, it becomes harder to explain to students who look up to them why risking such an endeavor is necessary."
22 -
23 -
24 -=Part 2 is the closed mouth=
25 -
26 -Campbell 3 Fiona Anne Kumari Campbell, The Great Divide: Ableism and Technologies of Disability Production, 2003
27 -In the opening pages of States of Injury: Power and Freedom in Late Modernity
28 -AND
29 -in law, that is, renderings of disability as a personal tragedy232.
30 -
31 -
32 -
33 -=Part 3 is the method=
34 -
35 -
36 -Campbell 3 Fiona Anne Kumari Campbell, The Great Divide: Ableism and Technologies of Disability Production, 2003
37 -Actor Network Theory (ANT), sometimes known as the sociology of translation, is
38 -AND
39 -stakeholders, the failure/success process and questions of compliance and consensus.
40 -
41 -
42 -
43 -Campbell 3 Fiona Anne Kumari Campbell, The Great Divide: Ableism and Technologies of Disability Production, 2003
44 -
45 -
46 -====The newly emergent field of science studies...
47 - creating blends/fusions " between entirely new types of beings, hybrids of nature and culture" (10====
48 -
49 -
50 -====ANT allows actors to deploy their own worlds and then sharing those worlds with others in order to be non-obtrusive in finding the truth. This is a much ebtter strategy than dealing with controversies case by case Latour====
51 -The reason for this change of tempo is that, instead of taking a reasonable position and imposing some order beforehand, ANT claims to be ~~is~~ able to find order much better after having let the actors deploy the full range of controversies in which they are immersed. It is as if we were saying to the actors: ‘We won’t try to discipline you, to make you fit into our categories; we will let you deploy your own worlds, and only later will we ask you to explain how you came about settling them.’ The task of defining and ordering the social should be left to the actors themselves, not taken up by the analyst. This is why, to regain some sense of order, the best solution is to trace connections between the controversies themselves rather than try to decide how to settle any given controversy.19
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1 -JAN FEB ANTS bc everybody has the ac on the westcoast anyways
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