Changes for page Sky View Kunzler Neg
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... ... @@ -1,0 +1,84 @@ 1 +====University Free Speech Focuses on the Individual Over Social Relations, Re-Entrenching Every Form of Oppression==== 2 + 3 +Cornwell, N. (1998). Rethinking Free Expression in the Feminist Classroom: The Problem of Hate Speech. Feminist Teacher, 12(2), 107-118. Retrieved from http://www.jstor.org/stable/40545815 - SVJK) 4 +The individual, instead of the social relations between individuals, is at the center 5 +AND 6 +differentiates power. It constitutes the relationship between individuals. It is power. 7 + 8 + 9 +====This Support for Individuality Arises From Hundreds Of Years of White Male Centered Politics==== 10 +Cornwell, N. (1998). Rethinking Free Expression in the Feminist Classroom: The Problem of Hate Speech. Feminist Teacher, 12(2), 107-118. Retrieved from http://www.jstor.org/stable/40545815 - SVJK) 11 +The liberal tradition fails to respond to any systemic, inherent oppression in liberal society 12 +AND 13 +how the protection of hate speech is rationalized are products of that tradition. 14 + 15 + 16 +====Status Quo Liberal Ideologies Can't Solve==== 17 +Altman, A. (1993). Liberalism and Campus Hate Speech: A Philosophical Examination. Ethics, 103(2), 302-317. Retrieved from http://www.jstor.org/stable/2381524 -SVJK) 18 +The liberal will not accept the regulation of racist, sexist, or homo- 19 +AND 20 +these kinds of harm in order to justify any hate-speech regulation. 21 + 22 + 23 +====Hate speech isn't educational and cause long-lasting harm. It doesn't provoke thoughts or debates between students or cause any tangible good outcome, except for harming those targeted. (Targeting is different than debating)==== 24 +A pro-con discussion of speech codes and free speech Gerald Uelmen Nov 15, 1990 https://www.scu.edu/character/resources/campus-hate-speech-codes/ 25 +Those who advocate hate speech codes believe that the harm codes prevent is more important 26 +AND 27 +free speech, and the just balance between individual rights and group rights. 28 + 29 + 30 +====The alternative is to reject liberal perspectives of free speech, adopting an ethic of care==== 31 +Cornwell, N. (1998). Rethinking Free Expression in the Feminist Classroom: The Problem of Hate Speech. Feminist Teacher, 12(2), 107-118. Retrieved from http://www.jstor.org/stable/40545815 - SVJK) 32 +To negotiate this difficult terrain between the interchange of ideas and the harmful effects of 33 +AND 34 +victims of hate speech that invariably impacts on their liberty (West 764). 35 + 36 + 37 +====The Fighting Words Doctrine is Another Example of Macho Male Discourse==== 38 +Cornwell, N. (1998). Rethinking Free Expression in the Feminist Classroom: The Problem of Hate Speech. Feminist Teacher, 12(2), 107-118. Retrieved from http://www.jstor.org/stable/40545815 - SVJK) 39 +Lawrence's work illuminates this problem for minorities in a way that is also relevant to 40 +AND 41 +~~and~~ captures the 'macho' quality of male discourse" (454). 42 + 43 + 44 +====University Free Speech Focuses on the Individual Over Social Relations, Re-Entrenching Every Form of Oppression==== 45 + 46 +Cornwell, N. (1998). Rethinking Free Expression in the Feminist Classroom: The Problem of Hate Speech. Feminist Teacher, 12(2), 107-118. Retrieved from http://www.jstor.org/stable/40545815 - SVJK) 47 +The individual, instead of the social relations between individuals, is at the center 48 +AND 49 +differentiates power. It constitutes the relationship between individuals. It is power. 50 + 51 + 52 +====This Support for Individuality Arises From Hundreds Of Years of White Male Centered Politics==== 53 +Cornwell, N. (1998). Rethinking Free Expression in the Feminist Classroom: The Problem of Hate Speech. Feminist Teacher, 12(2), 107-118. Retrieved from http://www.jstor.org/stable/40545815 - SVJK) 54 +The liberal tradition fails to respond to any systemic, inherent oppression in liberal society 55 +AND 56 +how the protection of hate speech is rationalized are products of that tradition. 57 + 58 + 59 +====Status Quo Liberal Ideologies Can't Solve==== 60 +Altman, A. (1993). Liberalism and Campus Hate Speech: A Philosophical Examination. Ethics, 103(2), 302-317. Retrieved from http://www.jstor.org/stable/2381524 -SVJK) 61 +The liberal will not accept the regulation of racist, sexist, or homo- 62 +AND 63 +these kinds of harm in order to justify any hate-speech regulation. 64 + 65 + 66 +====Hate speech isn't educational and cause long-lasting harm. It doesn't provoke thoughts or debates between students or cause any tangible good outcome, except for harming those targeted. (Targeting is different than debating)==== 67 +A pro-con discussion of speech codes and free speech Gerald Uelmen Nov 15, 1990 https://www.scu.edu/character/resources/campus-hate-speech-codes/ 68 +Those who advocate hate speech codes believe that the harm codes prevent is more important 69 +AND 70 +free speech, and the just balance between individual rights and group rights. 71 + 72 + 73 +====The alternative is to reject liberal perspectives of free speech, adopting an ethic of care==== 74 +Cornwell, N. (1998). Rethinking Free Expression in the Feminist Classroom: The Problem of Hate Speech. Feminist Teacher, 12(2), 107-118. Retrieved from http://www.jstor.org/stable/40545815 - SVJK) 75 +To negotiate this difficult terrain between the interchange of ideas and the harmful effects of 76 +AND 77 +victims of hate speech that invariably impacts on their liberty (West 764). 78 + 79 + 80 +====The Fighting Words Doctrine is Another Example of Macho Male Discourse==== 81 +Cornwell, N. (1998). Rethinking Free Expression in the Feminist Classroom: The Problem of Hate Speech. Feminist Teacher, 12(2), 107-118. Retrieved from http://www.jstor.org/stable/40545815 - SVJK) 82 +Lawrence's work illuminates this problem for minorities in a way that is also relevant to 83 +AND 84 +~~and~~ captures the 'macho' quality of male discourse" (454). - EntryDate
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