These are obviously difficult to describe, and any team will claim that their affirmative is different than what is actually being described. So, I’ll provide a best of a brief explanation as possible, including a citation where I think it may be helpful.
Baudrillard. Science is the ultimate game of simulation and simulacra. The image of the scientist, the very act of prescriptive and objective analysis of a controllable world destroys the reality it was meant to explain—it is the destruction of alterity itself
Blades 1 (David W. Blades, Professor of Science Education and Curriculum Studies at University of Victoria, “The Simulacra of Science Education” https://www.jstor.org/stable/pdf/42976388.pdf?refreqid=excelsior%3A1cea938b0da0ae7403f6d54d16223470)//meb
Critique of the common core. This affirmative kritiks the common core from more philosophical perspectives, arguing the standards fail to relate to the students as individual people, some with racialized and disabled identities.
Burris and Aja 14
(Carol Burris, principal of South Side High School in New York. he was named New York’s 2013 High School Principal of the Year by the School Administrators Association of New York and the National Association of Secondary School Principals, and in 2010, tapped as the 2010 New York State Outstanding Educator by the School Administrators Association of New York State. Alan A. Aja, assistant professor and deputy chair in the Department of Puerto Rican & Latino Studies at Brooklyn College. “The myth of Common Core equity” in The Washington Post. Edited by Valerie Strauss. https://www.washingtonpost.com/news/answer-sheet/wp/2014/03/10/the-myth-of-common-core-equity/?utm_term=.e66eee85fb1d Edited for transphobic language. cVs)
Model Minority. The model minority myth operates under the structural triangulation of the White, Asian, and Black. Racial categories are embodied onto different identities through racialization and enforced by modern schooling practices. Even though Asian are upheld as the Model Minority, they are simultaneously racialized as foreign and unassimilated foreigners. The duality of Forever Foreigner syndrome and Model Minority Myth simultaneously posits Asian as a threat to America and undermine solidarity between non-black groups.
Lee et al. 16 (Stacey J. Lee, a Professor of Educational Policy Studies at the University of Wisconsin. Eujin Park, a Professor of Educational Policy Studies at the University of Wisconsin Madison & Jia-Hui Stefanie Wong, a Professor of Educational Policy Studies at Trinity College; 2016/12/14; “Racialization, Schooling, and Becoming American: Asian American Experiences” http://www.tandfonline.com/doi/abs/10.1080/00131946.2016.1258360)
Debate is complicit in a larger system of oppression that render us voiceless in a foreign culture. The forced assimilation into normative, English-centered debate make the activity incompatible with the democratic deliberation and policy education of international debaters. Without the acceptance of diversity in debate community, white supremacy will continuous codified most vulnerable minorities as disposable “second-class citizens” to maintain America’s global dominance.
Darder 16 (Antonia Darder is a scholar, artist, poet, activist, and public intellectual, and the Leavey Presidential Endowed Chair in Ethics and Moral Leadership in the School of Education at Loyola Marymount University. “CULTURAL HEGEMONY, LANGUAGE, AND THE POLITICS OF FORGETTING: Interrogating Restrictive Language Policies”; 2016-4-23; http://s3.amazonaws.com/academia.edu.documents/31666629/Darder_Cultural_Hegemony__Language_Rights___Politics_of_Forgetting-1.pdf?)
Asian rhetoric functions as a disruption of the dominant discourse surrounding the Asian American identities. This counter-memory empowers Asian people who have had scripts placed onto them. Although different Asian groups have had different experiences, situating shared tropes creates a locus for Asian people to galvanize around, and creates the foundation for Asian spaces of resistance.
Franchini 13 (Jennifer Lee Sano-Franchini, Ph.D. in Rhetoric and Writing. Michigan State University, Professor in the Department of English, Virginia Tech, XCaliber Award for Exceptional Contributions to Technology-Enriched Teaching and Learning, 2015, THE RHETORICAL MAKING OF THE ASIAN/ASIAN AMERICAN FACE: READING AND WRITING ASIAN EYELIDS, 2013, Doctoral Dissertation – Michigan State University)
Necropolitics. Education is recognized as a way to extend the future of America – challenging this form of educational futurism in a radical negation of the status quo critical to break normative boundaries
GRETEMAN & WOJCIKIEWICZ 14 – ( Adam J., Steven K, Ph.D in Teacher Education & 2014 ERA Queer SIG Article of the Year Award, Director of Faculty of Education at University of Portland, “The Problems with the Future: Educational Futurism and the Figural Child” Journal of Philosophy of Education, Vol. 48, No. 4, PG 559-562, SL)
Modern day optimistic education has become a tool to capture affective energy and regulate bodies falling back into the liberal ideology- causes serial policy failure
Sam. professorial Research Fellow in the School of Education and Institute for Social Science Research “Leaving the future behind.” Research in Education 96.1 (2016): 12-18. http://journals.sagepub.com/doi/pdf/10.1177/0034523716664602
Posthumanism. Congratulations on your admission to the modern anthropological machine, the 21st century school system. This well-oiled machine runs constantly, day and night, to enforce the mission of humanist education – either the exclusion of the monster as Animal, unable to be redeemed within Western civilization or the inclusion of the rational and efficient Human through an exorcism of the monster to be included within the human community
Lewis and Khan 10. Tyson E. Lewis is an Assistant Professor of Educational Philosophy at Montclair State University. Richard Kahn is Core Faculty in Education at Antioch University Los Angeles. [“Education Out of Bounds: Reimagining Cultural Studies for a Posthuman Age” Education, Politics, and Public Life, November 14th, 2010, Springer]
Trauma. In opposition to this learning society which demands that we become good and productive students, we affirm a study of the resolution. Through our study, we render the sovereign logics embedded in the resolution inoperative by refusing to obey the logic of learning. Instead of activating our potential and becoming productive, well-educated students, we prefer the role of the studier, withdrawing from the normative pressures of the education system. This operates to interrupt the ultimate demand of the learning society – either be productive or be abandoned.
Lewis 15 (Tyson E., associate professor of art education at the University of North Texas, THE POTENTIALITY OF STUDY: GIORGIO AGAMBEN ON THE POLITICS OF EDUCATIONAL EXCEPTIONALITY, Symploke; Lincoln 22.1/2 (2015): 275-292,441)//a-berg
The affirmative begins from a false premise – education policy is no longer a battle of centralization against decentralization, but strategic integrations of both into apparatuses of indirect governance in service of the market. The aff is part-and-parcel of the neoliberal use of centralized regulations to guide networks of decentralized surveillance and punishment in the education system.
Mifsud 16 (Denise Mifsud, School of Education, University of the West of Scotland, Ayr, UK. “‘Decentralised’ neoliberalism and/or ‘masked’ recentralisation? The policy to practice trajectory of Maltese school reform through the lens of neoliberalism and Foucault,” Journal of Education Policy, 2016 VOL. 31, NO. 4, 443–465) [discourse modified]*
Dwell in debates
Free black girls
Bingham selfhood/Nietsche agonism
Teach about suffering