Tournament: TFA state | Round: 3 | Opponent: Clements NM | Judge: Andrew Trinh
The ballot should embrace an ethic of incommensurability – that requires that the goals of decolonization be distinct and foregrounded before any other political or critical pedagogies
Tuck and Yang ’12 (Eve, K. Wayne; Associate Professor of Educational Foundations and Coordinator of Native American Studies at the State University of New York at New Paltz, Associate Professor of Ethnic Studies at UC San Diego; Decolonization: Indigeneity, Education and Society, Vol. 1, No. 1, 2012, “Decolonization is not a metaphor”, pp. 1-40, AP)
Incommensurability is unsettling Having elaborated on settler moves to innocence, we give a synopsis 

AND

one. Decolonization is not an “and”. It is an elsewhere.
Public housing is a mode of social engineering constructed by whiteness that is fundamental to the settler colonial state. The excuse of building “homes” justifies the settlement of indigenous lands.
Veracini, L. Suburbia, Settler Colonialism and the World Turned Inside Out. N.p.: n.p., n.d. 2012. Web. 25 Feb. 2017. https://www.academia.edu/30453388/Suburbia_settler_colonialism_and_the_world_turned_inside_out.
Both suburban and settler colonial forms constitute deliberate attempts at social engineering promoted in different 

AND

in turn had inherited the democratic practices of self-governing settler communities.

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 

AND

America resolved, if not redressed, two cents for 100 billion dollars.

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 

AND

-Columbian North America and the historical development of the two in context.
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 

AND

this crucial moment in history when everything appears to be headed towards collapse.

Tournament: Churchill | Round: 2 | Opponent: FloMou VJ | Judge:
I negate Resolved: Public colleges and universities in the United States ought not restrict any constitutionally protected speech.

First is the observation:

The word "any" in the resolution is defined as
1: one or some indiscriminately of whatever kind:

According to Merriam-Webster's

This means that if I am able to prove that one or some instances of constitutionally protected speech ought to be restricted , I win the debate.

The word "ought" is
2. (used to express justice, moral rightness, or the like):

This means that the neg only has to advocate on the moral preferability of an action, not the implementation.

The standard for today's round will be minimizing suffering.

Suffering is something that is ignored in traditional settings under the guise of whiteness. The debate space is key as a starting point of discussion for meaningful change.
Kateb 11 George. William Nelson Cromwell Professor of Politics, Emeritus; his field is political theory. "Human Dignity".. Copyright The Belknap Press of Harvard University Press. Cambridge, Massachusetts, and London, England. 2011. Pages at the end of card.
Is it then, a sufficient defense of human rights to show that the tyrannical 
AND
not human beings but something other or lesser. 36-37

Contention 1 is Hate Speech

First is Racism

HATE SPEECH IS A SERIOUS PROBLEM ON COLLEGE CAMPUSES
Melissa Weberman, Law Clerk 11th Circuit, 2010, "University Hate Speech Policies and the Captive Audience Doctrine," Ohio Northern University Law Review, 36 Ohio N.U.L. Rev. 553, p. 553-4
Colleges and universities, historically "Bastions of Freedom," n1 have 
AND
speech policies may be permissibly drafted and whether they should exist at all.

RACIST SPEECH CAUSES HARM TO THE TARGET
John T. Bennett, US Army Captain-JAG Corps, 2016, "The Harm in Hate Speech: A Critique of the Empirical and Legal Bases of Hate Speech Regulation," Hastings Constitutional Law Quarterly, Spring, 43 Hastings Const. L.Q. 445, p. 463
Mary Matsuda and Richard Delgado offer the structural argument that the impact of racist speech 
AND
turn, is urgently advocated as a remedy for these various social problems.

RACIALLY INTIMIDATING SPEECH IS VIOLENT
Alexander Tsesis, Attorney, 2010, "Burning Crosses on Campus: University Hate Speech Codes," Connecticut Law Review, December, 43 Conn. L. Rev. 617, p. 665-6
Allowing students or faculty members to intimidate others through hate symbols or expressions favors the 
AND
meant to defame, intimidate, threaten, terrify, or instigate violence.

TOLERANCE OF HATE SPEECH PERPETUATES SOCIAL HARMS AND CREATES A WIDESPREAD COMMUNITY OF RACISM AND VIOLENCE
Catherine B. Johnson, J.D. Candidate, 2000, "Stopping Hate Without Stifling Speech: Re-Examining the Merits of Hate Speech Codes on University Campuses," Fordham Urban Law Journal, August, 27 Fordham Urb. L.J. 1821, p. 1846-7
Those who call for regulation of hate speech further contend that in allowing such messages 
AND
n179 leaving them little opportunity to counter-attack the assaultive speech. n180

Next is Fan Speech

FAN SPEECH AT UNIVERSITY SPORTING EVENTS CAN BE VERY OFFENSIVE, INCLUDES HOMOPHOBIA AND HARRASSMENT
Christopher J. Kaufman, J.D. Candidate, 2009, "Unsportsmanlike Conduct: 15-yard Penalty and Loss of Free Speech in Public University Sports Stadium," University of Kansas Law Review, June, 57 Kan. L. Rev. 1235, p. 1239
The extent to which fan expression at collegiate sporting events has become profane, lewd
AND
in the stands when they chanted "whores" at his family. n27

Whiteness manifests itself in hate speech not as a passenger but as an assault. Words have the power to psychologically damage bodies, twisting their mentality into one of self-hatred. The creation of phobic objects through speech is without a doubt violent.
Oliver 2k4 Kelly. W. Alton Jones Chair in Philosophy at Vanderbilt University. Colonization of Psychic Space: A Psychoanalytic Social Theory of Oppression pg. 55-57
The literary critics Kalpana Seshadri-Crooks and Juliet Flower MacCannell in different ways address 
AND
Dehumanization" http://www.beyondintractability.org/essay/dehumanization)

Contention 2 is Solvency
Speech restrictions actively limit hate speech.
 Sutton '16 Sutton, Halley. "Report shows crime on campus down across the country." Campus Security Report 13.4 (2016): 9-9.

A recent report released by the National Center for Education Statistics found an overall decrease in crimes at educational institutions across the country since 2001. The overall number of crimes reported by postsecondary institutions has dropped by 34 percent, from 41,600 per year in 2001 to 27,600 per year in 2013. The report, titled Indicators of School Crime and Safety: 2015, covers higher education campuses as well as K–12 schools and includes such topics as victimization, teacher injury, bullying and cyberbullying, use of drugs and alcohol, and criminal incidents at postsecondary institutions. The report found significant decreases in instances of bullying, harassment due to sexual orientation, and violent crime at all levels of education. The number of on-campus crimes reported at postsecondary institutions in 2013 was lower than in 2001 for every category except forcible sex offenses and murder.