Tournament: Greenhill | Round: 2 | Opponent: Murphy Middle NG | Judge: Hunter Harwood

I affirm. Resolved: Countries ought to prohibit the production of nuclear power.

Res Analysis

The phrase "the production of nuclear power" means any methods or actions necessitated by nuclear power, or energy that is created by splitting apart the nuclei of atoms ~merriam-webster~. The aff may prove that practices such as uranium mining, nuclear waste dumping, etc. are undesirable to win the round as they are tied to the process of producing nuclear power.

The word "ought" in the resolution, defined as "moral obligation" ~dictionary.com~, assumes that the aff must defend that the action of the resolution is moral, but the concept of morality itself is flawed. Thus,

====The standard is decolonial justice. Any legitimate conception of ethics must involve a preference for the colonized and excluded This enables dialogue and democracy in the face of the normalization of domination and war made possible by the detachment of Eurocentric ideals from their social and historical place, thus allowing their universalization at the expense of the colonized or "damne".====

====The affirmative advocates a shift or turn to the decolonial attitude. This attitude reveals the way in which knowledge and the practices which made this knowledge possible enable the reduction of the colonized to the status of subhumanity, justifying the normalization of violence and the destruction of ethical relationships necessary for the project of decolonization. We as debaters must understand ourselves as responsible for the knowledge that we produce and the ethical relations that we make possible or impossible with each other and with oppressed groups.====
Maldonado-Torres 7 ~Nelson Maldonado-Torres. Professor of Comparative Literature at Rutgers May 6, 2007. "On the Coloniality of Being." Cultural Studies, 21:2. 240-270. http://www.decolonialtranslation.com/english/maldonado-on-the-coloniality-of-being.pdf~~
Hellish existence in the colonial world carries with it both the racial and the gendered
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does not become the norm or the rule, but the exception.79

Nuclear power is an extension of settler colonialism, using the justification of "terra nullus" or empty land as a means for cultural genocide, direct violence against indigenous people, and the destruction of sacred lands.

Rÿser Sherwood and Lafferty 16 ~Rudolph C. Rÿser, Yvonne Sherwood and Janna Lafferty. Rudolph Ryser is descendant from Oneida and Cree relatives and lived his early life in Taidnapum culture. He is Chairperson of the Center for World Indigenous Studies (CWIS), a research, education and public policy institution and he is a Fulbright Research Scholar. He has served as Senior Advisor to the President George Manuel of the World Council of Indigenous Peoples, as former Acting Executive Director of the National Congress of American Indians (USA), and a former staff member of the American Indian Policy Review Commission - a Joint US Congressional Commission. He holds a doctorate in international relations, teaches Fourth World Geopolitics, Public Service Leadership, and Consciousness Studies at the CWIS Masters Certificate Program (www.cwis.org). He is the author of numerous essays including "Observations On Self and Knowing" in TRIBAL EPISTEMOLOGIES (Aldershot, UK), "Indigenous and Traditional Knowledge" (Berkshire) and four books including INDIGENOUS NATIONS AND MODERN STATES published by Routledge (2012). He is the Principal Investigator for the CWIS Radiation Exposure Risk Assessment Action Research Project. (Contact: Chair@cwis.org) Janna Lafferty is descendant from the Irish and Northumbrians. She holds a Master's degree in Religions from Duke University. She is a doctoral student in the Department for Global and Sociocultural Studies at Florida International University with concentrations in critical food studies and cultural geography. Lafferty served as co-editor of the Anthropology and Environment Society's Blog, which features first-hand accounts by social scientists engaged in environmental issues. Her work has centered on social and environmental change, social justice, food and environmental justice, nature-culture relationships, and the ongoing legacies of colonialism. Ms. Lafferty is a research intern on the Center for World Indigenous Studies Radioactive Exposure Risk Assessment Action Research Project. Yvonne Sherwood is a member of the Yakama Nation. She is a doctoral student at the University of California, Santa Cruz in the Department of Sociology (with an emphasis in feminist studies). She is a UCSC Dean's Diversity Fellow from 2011 to 2016 and was advanced to candidacy for her doctoral degree in the fall of 2015. Prior to graduate school, Sherwood was an active student leader who served as an officer for Indigenous Resistance Organizers, M.E.Ch.A. _{and Yakima Valley Community College Tiin- Ma. She also allied with EWU Pride, EWU Black Student Union, and Spokane's Peace and Justice League. Sherwood is currently a research intern at the Center of World Indigenous Studies where she is Co-researcher on the Radiation Risk Assessment Action Project with Rudolph Rÿser, PhD. During her time with CWIS her focus is on social analysis and community organizing. "The Indigenous World Under a Nuclear Cloud" http://www.truth-out.org/news/item/35381-the-indigenous-world-under-a-nuclear-cloud 27 March 2016~
Millions of indigenous peoples living in Fourth World territories around the world have been and
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for scrutiny outside the AEC or its successor the US Department of Energy.}

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.

====The refusal to defend a particular position is indicative of colonial knowledge production, which denies our responsibility for our position in relation to colonialism. Maldonado-Torres proves this is an unethical way to debate, meaning that this is an independent reason to vote against them.====
Frainais-Maitre 2011 ~Marie-Julie Frainais-Maitre. Research Fellow in the Department of Asian and International Studies and in the Hong Kong Advanced Institute for Cross-Disciplinary Studies of City University of HongKong. "The Coloniality of Western Philosophy:Chinese Philosophy as Viewed in France." Studies in Social and Political Thought. Volume 19, Summer 2011. From "Special Feature: Theorising the Postcolonial, Decolonising Theory." Pg 9-23~
Universalism is also the mask of ethnocentrism. In this vein, Todorov has argued
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power relationships from which the subject speaks (Grosfoguel, 2006: 53)

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
AND
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.