aff+cites+--+henry+and+leo

=**contact**= email: southeugenels@gmail.com

=**deleuze aff -- 1ac**=


 * I who am singing these lines today**
 * Will be tomorrow the enigmatic corpse**
 * Who dwells in a realm, magical and barren,**
 * Without a before or an after or a when.**
 * So say the mystics. I say I believe**
 * Myself undeserving of Heaven or of Hell,**
 * But make no predictions. Each man’s tale**
 * Shifts like the watery forms of Proteus.**
 * What errant labyrinth, what blinding flash**
 * Of splendor and glory shall become my fate**
 * When the end of this adventure presents me with**
 * The curious experience of death?**
 * I want to drink its crystal-pure oblivion,**
 * To be forever; but never to have been.**

**Wallin 14.** Jason Wallin, Professor of Media and Youth Culture in Curriculum in the Faculty of Education at the University of Alberta, “Education Needs to Get a Grip on Life” in //Deleuze and Guattari, Politics and Education: For a People-Yet-to-Come//, Bloomsbury Academic, 2014, //via epub// //tbrooks// people to come. Is such a thought even fathomable in institutional education, that AND a necessary violence to those habits of repetition with which thought becomes contracted.
 * Status quo forms of education collude with a** **blinding form** **of rationality to impose** **molar subjectivities** **onto individuals, increasing** **productivity** **and** **homogeneity** **while obliterating the possibility of the active creation of subjectivities, guaranteeing the formation of** **reactionary subjectivities** **that feed broader networks of control. Against the** **depressive tone** **of the unified curriculum, we turn to our only option left – affirming the watery forms of Proteus to lacerate the image of** **student subjectivity** **itself.**

**Diken 11.** Bulent Diken, professor of sociology at Lancaster University (UK), Militarization as a Comedy of T(errors), Economía Autónoma. Vol. IV. No. 7. Enero – junio 2011: 7 In the primordial scene, which Girard (1986) has described, the society AND goes berserk and kills even more people than terrorists, and so on.
 * Such an image of education soon falls victim to curriculum and thus proceeds the** **nihilism of politics** **, feeding a banal** **will to sameness** **that annuls conflict only in order to resurrect it as a launchpad for** **revengeful subject formation** **. The drive for communicative efficiency is a technocratic** **desire for homogeneity** **that proliferates contestation and debate only to collapse** **meaning into information** **. A striving towards an ordered public acts to** **neutralize dissent** **through deliberation and propagate a collective hate that reigns, disembodied, over all racial, colonial, and xenophobic apparatuses of power**

**Winnubst 6.** Shannon Winnubst, professor of Women’s and gender studies at Ohio State University, Queering Freedom, pg. 17-19 saenl So, why queer freedom?As queer theory has demonstrated for some time, AND anxiety endemic to desire, toward ones of joy that open onto freedom.
 * In the face of the terror of post-politics, resistance subsequently finds itself in the** **trap of liberalism** **, bound by the contradictory demand that subjects transcend material differences to embrace a universal humanity while requiring the maintenance of rigid differences used to foster competition amongst identities. Such a model systematically** **demonizes** **and** **excludes** **any affirmation of** **queer strategies** **– those that disrupt the** **categories themselves** **and thus offer the** **only true chance** **for resistance**

**Wallin 14.** Jason Wallin, Professor of Media and Youth Culture in Curriculum in the Faculty of Education at the University of Alberta, “Education Needs to Get a Grip on Life” in //Deleuze and Guattari, Politics and Education: For a People-Yet-to-Come//, Bloomsbury Academic, 2014, //via epub// It is crucial to rejoin that the supple line is ambivalent (Deleuze and Guattari AND by party bosses, organizational hierarchies and the clichés of orthodox educational thought.
 * We take up debate as a queer space of** **educational experimentation** **, creatively producing lines of flight while simultaneously destroying the fabric of molar regimes to unleash new potentials for** **unbounded subjectivity** **, gesturing toward something otherwise**

=natives aff -- 1ac=

**Advantage**
**Melmer 16.** David; 3/14/16; Operator of Indianz.com, a blog formed in a partnership with Lakota Immersion Daycare, citing three GAO studies and a House Investigation on BIA accountability; Indianz.com, “Bureau of Indian Affairs slammed for safety conditions at schools,” [|https://www.indianz.com/News/2016/03/14/bureau-of-indian-affairs-slamm.asp] The Bureau of Indian Affairs doesn't know the true **health and safety conditions** at schools AND  explanation for why repairs took significantly longer than Indian Affairs’ required time frames."
 * Native students in BIE schools are subject to** **abhorrent conditions** **including** **carbon monoxide poisoning**

**Melmer 16.** David; 3/14/16; Operator of Indianz.com, a blog formed in a partnership with Lakota Immersion Daycare, citing three GAO studies and a House Investigation on BIA accountability; Indianz.com, “Bureau of Indian Affairs slammed for safety conditions at schools,” [|https://www.indianz.com/News/2016/03/14/bureau-of-indian-affairs-slamm.asp] "Congress needs to spend whatever it takes to fix these schools," Rep. AND appropriate the funding to carry out those projects in the coming fiscal years.
 * A lack of funding is the** **key** **reason – schools are** **understaffed** **and** **overstretched**

**NCAI 13.** National Congress of American Indians; 4/19/13; Organized legal body representing Native Americans, citing multiple GAO, BIE, and Congressional commission reports; NCAI, “ A Call to Honor the Promises To Tribal Nations in the Federal Budget ,” [|http://www.ncai.org/resources/ncai_publications/honor-the-promises-the-tribal-nations-in-the-federal-budget] As Congress and the Administration debate elements of various budget proposals for fiscal year ( AND sources, 2.5 times higher than for state and local governments.
 * Funding is critical to fulfill** **Native requests** **for** **self-determination** **and spills to** **other areas**

**GAO 17.** Government Accountability Office; 5/24/17; Federal agency in charge of oversight and recommendations for other United States offices, citing and conducting a multi-year meta-study on tribal schools under the DOI; GAO, “Actions Needed to Better Manage Indian School Construction Projects,” [|http://www.gao.gov/assets/690/684894.pdf] Once funding fo r BIE school construction and repair is available, tribes may choose to AND before funds are disbursed and to provide technical assistance when it is requested.
 * The plan enables** **tribal self-management**


 * Plan: The United States federal government should substantially increase its funding of elementary and secondary public and Bureau of Indian Education schools for comprehensive and equitable resources, delegating all implementation decisions to Native communities**

**Framing**
**Nakata et. al. 12.** Martin Nakata is the director of Nura Gili at the University of New South Wales, Victoria works at the Nura Gili centre for Indigenous Programs, Sarah Geech is lecturer at the Nura Gili Centre and has a PhD from the School of Education at the University of New South Wales, Reuben Bolt is an associate professor at the Nura Gili Centre, 2012, “Decolonial Goals and Pedagogies for Indigenous Studies”, Decolonization: Indigeneity, Education & Society, Vol. 1, No. 1, 2012 pp. 120-140 In Indigenous Studies, simplistic critique of the Western has had a tendency toward reductive AND the Academy, albeit often in the form of inclusive patronisation or tolerance.
 * Pragmatic epistemological accounts in the context of indigeneity are important – the status quo maintains the** **baseless essentialism** **of Native bodies**

Talking about the affirmative in academia is important – the alternative is silence which maintains settler futurity **Calderon 14.** Dolores Calderon is a Native American studies professor at the University of Utah, Mexican and Tigua Badass, 7/28/2014, “Uncovering Settler Grammars in Curriculum”, Educational Studies: A Journal of the American Education Studies Association, Vol. 50, Issue 4 – De/colonizing, (Post)(Anti)colonial, and Indigenous Education, Studies, and Theories Settler societies claim to be founded by migrant groups (immigrant nation) that build AND rely on grammars of empty lands and settler superiority to support settler expansion.

**Jones 4.** August 2004, Branwen Gruffydd, PhD in Development Studies from the University of Sussex, Senior Lecturer in International Political Economy at Goldsmiths University of London, “From Eurocentrism to Epistemological Internationalism: power, knowledge and objectivity in International Relations,” Paper presented at Theorising Ontology, Annual Conference of the International Association for Critical Realism, University of Cambridge, http://www.csog.group.cam.ac.uk/iacr/papers/Jones.pdf The rejection of positivism which is a central element of recent critiques of mainstream IR AND , genocide and dispossession which have characterised European expansion over five hundred years.
 * Prefer valid, descriptive theories of the world as a form of** **explanatory critique** **– epistemic shifts from Eurocentric thought are impossible without** **reclaiming the concept of objectivity**

**Nyman 16.** Teaching Fellow in International Relations at the University of Leicester, UK, Jonna, “Pragmatism, practice and the value of security,” in Ethical Security Studies: A new research agenda, Routledge, pg. 139-141 A pragmatic, practice-centred approach can help us return to the original forces AND class or a post-national constellation. (Brassett 2009a: 242)
 * Pragmatism centered on** **weak-ontological claims** **is the** **best process** **for** **reflexive political contestation**

**Connolly 17.** William Connolly, Krieger-Eisenhower Professor of Political Science at Johns Hopkins University, Facing the Planetary: Entangled Humanism and the Politics of Swarming, Duke University Press, 2017, 125-129 Perhaps in the contemporary situation too a politics of swarming provides the most promising pursuit AND repression, and scapegoating. The stakes of a swarming approach are high.
 * The affirmative is an ethos of** **specific intellectualism** **– working** **within** **the power relations of** **existing institutions** **and engaging in** **role experimentation** **enables a large-scale** **politics of swarming** **that unsettles entrenched relationships of power in favor of a better future**

**Barma et al. 16.** Naazneen, UC Berkeley political science PhD, “Imagine a World in Which’: Using Scenarios in Political Science”, International Studies Perspectives 17 (2), pp. 1-19, http://www.naazneenbarma.com/uploads/2/9/6/9/29695681/using_scenarios_in_political_science_isp_2015.pdf Over the past decade, the “cult of irrelevance” in political science scholarship AND analysts from anticipating and understanding the pivotal junctures that arise in international affairs.
 * Scenario analysis is** **pedagogically valuable** **– enhances** **creativity** **and** **self-reflexivity** **while deconstructing** **cognitive biases** **and** **flawed assumptions**

No scientific basis for affect – psychological orientations are a result of social surroundings **Martin 13.** Professor in the Department of Anthropology @ New York University, Emily, “The Potentiality of Ethnography and the Limits of Affect Theory,” Current Anthropology: Vol. 54, No. S7 Many scholars in the humanities have recently engaged with research in neuroscienceto posit a AND the material brain and those neurological interactions that are necessary to reproduce it.

**Condit 15.** Celeste, Distinguished Research Professor of Communication Studies at the University of Georgia, “Multi-Layered Trajectories for Academic Contributions to Social Change,” Feb 4, 2015, //Quarterly Journal of Speech//, Volume 101, Issue 1, 2015 Thus, when Žižek and others urge us to “Act” with violence to AND now include the hard laborto produce alternative visions that appear materially feasible.
 * Detail-oriented politics are key to effective reforms – vague proposals collapse to totalitarianism**

**Schwartz 8.** Joseph, Professor of Political Science at Temple University, “The Future of Democratic Equality,” 56-61 According to this consequentialist moral logic, “bad means” are only justifiable if AND moral responsibility has covertly snuck its way back into Butler’s political strategy.52
 * Using certain normative concepts is critical to** **convince others** **that they’re wrong**