NC

Case

Racist hate speech destroys the marketplace of ideas.

Weberman, 2010 (Melissa ~[Law Clerk in the Eleventh Circuit Court of Appeals. J.D. from Emory Law~] "University Hate Speech Policies and the Captive Audience Doctrine." Ohio Northern University Law Review 36 Ohio N.U.L. Rev. 553. 2010. Online. LexisNexis.)
Since the late 1980s, universities have confronted a growing hate speech problem on their
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it, contrary to how the marketplace of ideas is supposed to operate.

Hate speech connects with structures of oppression, harming the groups that it is directed towards.

Weberman, 2010 (Melissa ~[Law Clerk in the Eleventh Circuit Court of Appeals. J.D. from Emory Law~] "University Hate Speech Policies and the Captive Audience Doctrine." Ohio Northern University Law Review 36 Ohio N.U.L. Rev. 553. 2010. Online. LexisNexis.)
Hate speech harms groups that are the target of the speech. Under the tradition
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n39 Hate speech reinforces stereotypes in the public mind that subsequently guide action.

Hate speech harms the individual, denying their right to education.

Weberman, 2010 (Melissa ~[Law Clerk in the Eleventh Circuit Court of Appeals. J.D. from Emory Law~] "University Hate Speech Policies and the Captive Audience Doctrine." Ohio Northern University Law Review 36 Ohio N.U.L. Rev. 553. 2010. Online. LexisNexis.)
Beyond causing harm to the target groups, hate speech causes harms to the individual
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to ensure equal access to education and prevent interference with the educational process.

Hate speech denies targeted groups of the basic rights.

Lee, 2001 (Orville ~[Asst. Prof. of Sociology  at the new School~]. "Weapons for the Weak? Democratizing the Force of Words in an Uncivil Society." Law & Social Inquiry 26.4 (Autumn, 2001): 847-890. JSTOR.)
Acts of symbolic violence targeting women and racial, ethnic, and sexual minorities,
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be trusted to decide speech restrictions without evaluating the expressive content of speech.

K

The AFF's assumption of a property right to free speech assumes an overly idealistic notion of society that ignores economic barriers and is a product of the neoliberal myth that individuality should be protected at all costs.

Tillett-Saks 13 Andrew Tillett-Saks (Labor organizer and critical activist author for Truth-Out and Counterpunch), Neoliberal Myths, Counterpunch, 11/7/13, http://www.counterpunch.org/2013/11/07/neoliberal-myths/ LADI
Yet there are many critics of the protestors who do not claim Ray Kelly's policies
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on: The oppressors or the protestors. The status quo or progress.

We have reached a tipping point – neoliberalism is no longer able to control its spiral into disaster.  Massive structural violence and extinction are inevitable without a fundamental rethinking of the current system.

Farbod 15 ( Faramarz Farbod , PhD Candidate @ Rutgers, Prof @ Moravian College, Monthly Review, http://mrzine.monthlyreview.org/2015/farbod020615.html, 6-2) LADI
Global capitalism is the 800-pound gorilla. The twin ecological and economic crises
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enhancing natural and social systems will soon reach a point of no return. 

The claim that free speech leads to democratic debate and social progress is a neoliberal myth – the AFF's faith in the free exchange of ideas displaces a focus on direct action and re-entrenches multiple forms of oppression.  Instead, the alternative is to reject the AFF's neoliberal framing of speech and direct pedagogy to focus on direct action against oppression.

Tillett-Saks 13 Andrew Tillett-Saks (Labor organizer and critical activist author for Truth-Out and Counterpunch), Neoliberal Myths, Counterpunch, 11/7/13, http://www.counterpunch.org/2013/11/07/neoliberal-myths/ LADI
In the wake of the Brown University shout-down of Ray Kelly, champion
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greater freedom. To the contrary, direct action has always proved necessary. 

A radical pedagogical stance is key – anti-capitalist movements can be effective, but critical consciousness is a necessary prerequisite.

Peter Mclaren 4, Education and Urban Schooling Division prof, UCLA—and Valerie Scatamburlo-D'Annibale; University of Windsor, Educational Philosophy and Theory, Vol. 36, No. 2, 2004, www.freireproject.org/articles/node%2065/RCGS/class_dismissed-val-peter.10.pdf. LADI
These are the concrete realities of our time—realities that require a vigorous class
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memories. Its potential remains untapped and its promise needs to be redeemed.