Tournament: Greenhill | Round: 1 | Opponent: Harrison LC | Judge: Aimun Khan

Their analysis of nuclear power sustains settler futurity; ensuring that the settler has no future with indigenous land. Indigenous people should be at the center of the discussion, not the settler's future. Land education best achieves justice through seeking decolonization and not settler emplacement.

Tuck et. al. 2014 ~Eve, Assistant professor of educational foundations at the State University of New York at New Paltz. Marsha McKenzie, Associate Professor of Educational Foundations at the University of Saskatchewan, Saskatoon, SK, Canada. Kate McCoy, Associate Professor of Educational Studies at the State University of New York at New Paltz. "Land education: Indigenous, post-colonial, and decolonizing perspectives on place and environmental education research." Environmental Education Research, 2014 Vol. 20, No. 1. Pgs. 17-18. Accessed 2/26/16 here at: http://static1.squarespace.com/static/557744ffe4b013bae3b7af63/t/557f301be4b043c28125ce4b/1434398747732/Tuck2C+McCoy+26+McKenzie_+Land+education.pdf~~**
The refusal of settler futurity as the referent of purpose or justice A second intervention
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, not settler emplacement. Land education is accountable to an Indigenous futurity.

Utilitarianism is invested in settler futurity—justifications like calculation, pre-emption, and future generations trade off with indigenous futurity, justifying settler colonial violence.

Tuck and Gaztambide-Fernández 2013 ~Eve, Assistant professor of educational foundations at the State University of New York at New Paltz. Rubén A., Associate Professor at the Department of Curriculum at the University of Toronto. "Curriculum, Replacement, and Settler Futurity." Journal of Curriculum Theorizing, Volume 29, Number 1, 2013. Pgs. 80. Accessed 2/18/16 here at: http://static1.squarespace.com/static/557744ffe4b013bae3b7af63/t/557f2fffe4b043c28125cd3e/1434398719056/Tuck+26+Gaztambide-FernC3A1ndez_Curriculum2C+replacement2C+and+settler+futurity.pdf**~~**
Settler Futurity. The settler colonial curricular project of replacement is invested in settler futurity
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now-settlers in the ways that settler futurity requires of Indigenous peoples.

Environmentalism and land education go hand in hand. Land education within environmental discussion requires participation of students which allows them to reject traditional expectations in favor of addressing settler colonialism. This best jumpstarts resistance by deconstructing notions that Indigenous resistance is a lost cause.

Tuck et. al. 2014 ~Eve, Assistant professor of educational foundations at the State University of New York at New Paltz. Marsha McKenzie, Associate Professor of Educational Foundations at the University of Saskatchewan, Saskatoon, SK, Canada. Kate McCoy, Associate Professor of Educational Studies at the State University of New York at New Paltz. "Land education: Indigenous, post-colonial, and decolonizing perspectives on place and environmental education research." Environmental Education Research, 2014 Vol. 20, No. 1. Pgs. 11-12. Accessed 2/26/16 here at: http://static1.squarespace.com/static/557744ffe4b013bae3b7af63/t/557f301be4b043c28125ce4b/1434398747732/Tuck2C+McCoy+26+McKenzie_+Land+education.pdf~~**
In addition to elaborating on the special issue themes of settler colonialism and Indigenous cosmologies
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land education prioritizes Indigenous theorizing, Indigenous land rights, and Indigenous sovereignty.

Indigeneity is not even life without value, but unrecognizable as human life. This mentality has led to the greatest genocide in history, and will justify the destruction of the Earth should it continue. Only by taking a decolonial attitude can we engage with the indigenous knowledge production necessary to avert continuous genocide and environmental destruction.

Friedberg 2000 ~Lilian. Lilian Friedberg is a German-to-English translator who is of Native-American (Ojibwe)-German-Jewish descent with ten years' experience living in Germany and a Ph.D. in German. She is also a performing artist and arts educator specializing in the musical traditions of the people of Guinea, West Africa. She has been translating professionally since 1984 in a variety of fields ranging from computer technology to German history, African cultural traditions, German-Jewish literature and above all Austrian women writers—including Ingeborg Bachmann and Elfriede Jelinek. She is also a widely published creative and academic writer whose work has appeared in American Indian Quarterly, New German Critique, Monatshefte, The German Quarterly, Race Traitor, and elsewhere. Her most recent creative work, This is for Kinda Colored Girls Who Have Committed Suicide Cause the Wundabread Was Nevah Enough "Dare to Compare: Americanizing the Holocaust". American Indian Quarterly/Summer 2000 / Vol. 24, no. 3 Pg. 361-9~
Giorgio Agamben has argued against the use of the term Holocaust as a descriptor for
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engage in preemptive political and intellectual action in the face of contemporary exigencies.

Settler colonialism outweighs any other impact—US settlerism is a violent war machine that serves as the foundation of racialized and gendered normativities that destroy Otherized bodies—as the "original enemy combatant who cannot be grieved", the Indian sets the ontological stage for destruction

Byrd '11 ~Jodi, Assistant Professor of American Indian Studies and English at the University of Illinois at Urbana- Champaign, "The Transit of Empire", Intro: Indigenous Critical Theory and the Diminishing Returns of Civilization, pg. xviii-xix, AX~
The stakes could not be greater, given that currently U.S. empire
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this crucial moment in history when everything appears to be headed towards collapse.

The alternative is to reject the 1AC and affirm a decolonial pedagogy which situates land return as our first political priority. This debate is a question of pedagogy and imagining a world without the United States through advocating indigenous land return is a first priority. This solves the case—Colonization is the root cause of oppression and exploitation. Only a return to an indigenous politics can remedy the ills of colonialism.

Malott 8 ~Curry, faculty member in Professional and Secondary Education at West Chester University, A Call to Action: An Introduction to Education, Philosophy, and Native North America, p. 88-91~
While the similarities between a Marxist and an Indigenous dialectical (relational) study of
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-Columbian North America and the historical development of the two in context.

There is no redemption for the dispossessed Indigenous body—the affirmative's investment in liberal democracy as the avenue for progressive change perpetuates an economy of affirmation and forgetting, which is dependent on a liberal humanism which cannot recognize the Native as "human"—only the alternative's dismantling of settler politics and fore-fronting of Indigeneity resolves the foundational antagonisms undergirding modern extermination—any permutation would replicate the logic of multi-cultural liberalism which effaces Indigenous claims to sovereignty

Byrd '11 ~Jodi, Assistant Professor of American Indian Studies and English at the University of Illinois at Urbana- Champaign, "The Transit of Empire", Intro: Indigenous Critical Theory and the Diminishing Returns of Civilization, pg. xxiv-xxvi, AX~
As civil rights, queer rights, and other rights struggles have often cathected liberal
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America resolved, if not redressed, two cents for 100 billion dollars.