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Cites

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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).

EntryDate

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1		-2017-01-16 06:16:49.0

Opponent

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1		-Park City HS Debate AK

ParentRound

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1		-0

Round

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1		-Quarters

Team

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1		-Sky View Kunzler Neg

Title

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1		-Fem K

Tournament

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1		-Copper Classic