Summary

• Objects (1 modified, 1 added, 0 removed)
  • Caselist.RoundClass[45]
  • Caselist.CitesClass[36]

Details

Caselist.RoundClass[45]

EntryDate

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1		-2017-02-23 20:10:45.503
	1	+2017-02-23 20:10:45.0

Caselist.CitesClass[36]

Cites

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	1	+Part 1 is Framing
	2	+Patriotic Correctness runs rampant- dissent is charged with treason and lines of critical thought are silenced. Higher education has been coopted by the military industrial complex, reducing the roles of teachers to mere technicians. Thus the role of the ballot is to vote for the advocacy that best takes back the university from militarism. Educators should reject the call of abstraction and open up everything for contestation.
	3	+Giroux 13, Henry, Public Intellectuals Against the Neoliberal University, 2013, http://www.truth-out.org/opinion/item/19654-public-intellectuals-against-the-neoliberal-university
	4	+Increasingly, as universities …. world around them.
	5	+Militarism makes people disposable- justifying and creating everyday violence like shootings and drone strikes. Heg Good doesn’t impact turn the aff-military criticism is good because it stops the glorification of the military and violence, which spillsover.
	6	+Giroux 16, Henry, Gun Culture and the American Nightmare of Violence, 2016, http://www.truth-out.org/news/item/34349-gun-culture-and-the-american-nightmare-of-violence
	7	+Gun violence in …. an honored place.
	8	+
	9	+Ideal theory strips away particularities making ethics inaccessible and epistemically skewed
	10	+Mills 05, Charles, 2005, Ideal Theory” as Ideology,
	11	+The crucial common claim—whether couched in terms of ideology and fetishism, or androcentrism, or white normativity—is that all theorizing, both moral and nonmoral, takes place in an intellectual realm dominated by concepts, assumptions, norms, values, and framing perspectives that reflect the experience and group interests of the privileged group (whether the bourgeoisie, or men, or whites). So a simple empiricism will not work as a cognitive strategy; one has to be self-conscious about the concepts that “spontaneously” occur to one, since many of these concepts will not arise naturally but as the result of social structures and hegemonic ideational patterns. In particular, it will often be the case that dominant concepts will obscure certain crucial realities, blocking them from sight, or naturalizing them, while on the other hand, concepts necessary for accurately mapping these realities will be absent. Whether in terms of concepts of the self, or of humans in general, or in the cartography of the social, it will be necessary to scrutinize the dominant conceptual tools and the way the boundaries are drawn. This is, of course, the burden of standpoint theory—that certain realities tend to be more visible from the perspective of the subordinated than the privileged (Harding 2003). The thesis can be put in a strong and implausible form, but weaker versions do have considerable plausibility, as illustrated by the simple fact that for the most part the crucial conceptual innovation necessary to map nonideal realities has not come from the dominant group. In its ignoring of oppression, ideal theory also ignores the consequences of oppression. If societies are not oppressive, or if in modeling them we can abstract away from oppression and assume moral cognizers of roughly equal skill, then the paradigmatic moral agent can be featureless. No theory is required about the particular group-based obstacles that may block the vision of a particular group. By contrast, nonideal theory recognizes that people will typically be cognitively affected by their social location, so that on both the macro and the more local level, the descriptive concepts arrived at may be misleading.
	12	+Part 2 Advocacy
	13	+Resolved: Public colleges and universities in the United States ought not restrict constitutionally protected speech that criticizes the military’s policies.
	14	+Wilson 10, John K., Ph.D candidate with dissertation on the history of academic freedom in America and author of three books, early excerpt from Patriotic Correctness: Academic Freedom and Its Enemies which was later published in 2010
	15	+In the wake … you say.”31
	16	+Part 3 Offense
	17	+Patriotic correctness silences anti-military dissent. Multiple examples and empirical surveys prove.
	18	+Wilson 2, John K., Ph.D candidate with dissertation on the history of academic freedom in America and author of three books, early excerpt from Patriotic Correctness: Academic Freedom and Its Enemies which was later published in 2010
	19	+Compared to earlier …. supreme after 9/11.
	20	+
	21	+This censorship prevents higher education from being the uniquely key institution that can create a cultural shift away from militarism by teaching students to resist.
	22	+Jaschik and Giroux 07, Henry Giroux and Scott Jaschik, 'The University in Chains', (Interview), 2007, https://www.insidehighered.com/news/2007/08/07/giroux
	23	+Q: How do you … a viable democracy.
	24	+
	25	+Empowering academics is uniquely key to disrupting the culture of militarism in universities. The only way the system survives is if academia continues to produce scholarship uncritical of it
	26	+Chatterjee and Maira 14 Piya Chatterjee, Backstrand Chair and Professor of Feminist, Gender and Sexuality Studies at Scripps College, Sunaina Maira, Professor of Asian American Studies at UC Davis, “The Imperial University: Academic Repression and Scholarly Dissent,” University of Minnesota Press, 2014 JW
	27	+In a post-9/ 11 … state of the nation.
	28	+Education has already been corrupted- I control uniqueness on this issue- its time to act now. Chile empirically proves- the aff spillsover to real reform.
	29	+Williams 15, Jo, Remaking education from below: the Chilean student movement as public pedagogy, 2015, Australian Journal of Adult Learning
	30	+More than ever …. and critical subjects.
	31	+Even if the militarism framing is wrong- discussion and education on the issue creates responsible citizens in other areas by enabling them to think about the world in a different way
	32	+Evans and Giroux 16, Brad Evans and Henry Giroux, The Violence of Forgetting, 2016, http://www.nytimes.com/2016/06/20/opinion/the-violence-of-forgetting.htmlB.E.: Considering Hannah Arendt’s warning … and worldly one.
	33	+
	34	+Part 4 is Theory
	35	+1. All theory arguments have an implicit aff flex standard- the most recent empirics of late elim rounds show huge neg side bias
	36	+Adler 15, Are Judges Just Guessing? A Statistical Analysis of LD Elimination Round Panels by Steven Adler http://nsdupdate.com/2015/03/30/are-judges-just-guessing-a-statistical-analysis-of-ld-elimination-round-panels-by-steven-adler/
	37	+Yet a plausible … late elimination rounds:
	38	+
	39	+2. Vote aff if I win a counter-interp
	40	+a. AFF flex – negative has the ability to win on either layer so the aff needs the same ability in the 2ar. 2AR is too short to win a new shell and play defense against the 2NR theory arguments so the AFF needs reciprocal layers rather than adding more unreciprocal avenues. That’s not a problem in the long 2nr.
	41	+b. reciprocity- Only the neg can read T because only the aff has a burden to be topical. Thus the aff needs an RVI to compensate for the neg’s unique avenue to the ballot.
	42	+
	43	+Part 5 is Method
	44	+1. The aff deploys a heuristic to learn scenario planning- even if politics and colleges are bad, scenario analysis of policies is pedagogically valuable- it enhances creativity, deconstructs biases and teaches advocacy skills
	45	+Barma et al 16 – (May 2016, Advance Publication Online on 11/6/15, Naazneen Barma, PhD in Political Science from UC-Berkeley, Assistant Professor of National Security Affairs at the Naval Postgraduate School, Brent Durbin, PhD in Political Science from UC-Berkeley, Professor of Government at Smith College, Eric Lorber, JD from UPenn and PhD in Political Science from Duke, Gibson, Dunn and Crutcher, Rachel Whitlark, PhD in Political Science from GWU, Post-Doctoral Research Fellow with the Project on Managing the Atom and International Security Program within the Belfer Center for Science and International Affairs at Harvard, “‘Imagine a World in Which’: Using Scenarios in Political Science,” International Studies Perspectives 17 (2), pp. 1-19, http://www.naazneenbarma.com/uploads/2/9/6/9/29695681/using_scenarios_in_political_science_isp_2015.pdf)
	46	+What Are Scenarios … in international affairs.
	47	+4. Imaging state solutions is key to getting students into politics and prevent a ceding of power to political elites, empirics confirm.
	48	+Giroux 06, Henry, Sociologist, “The abandoned generation: The urban debate league and the politics of possibility,” 2006
	49	+The decline of democratic … liberatory potential of education.

EntryDate

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	1	+2017-02-23 20:10:48.890

Opponent

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	1	+Loyola DW

ParentRound

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	1	+45

Round

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	1	+2

Team

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	1	+Phoenix Country Day Whitfil Aff

Title

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	1	+Jan-Feb Patriotic Correctness AC

Tournament

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	1	+Harvard Westlake