Matthew+and+Ben+AFF

=1AC – Natives=

**The Advantage is Native Education –**
====**Current Native education policy treats children as disposable – conditions are so unbearable that many kids don't go to school at all. This results in a culture of educational erasure, where eight out of ten students aren't proficient, graduation rates plummet, and excessively violent treatment ships children to jail.**==== Havasu Canyon is home to turquoise waterfalls, billowing cottonwood trees, and red sandstone AND needs or to [justify] providing substandard educational services to our people."
 * Wong '17** (Alia; 1/12/17; B.A. in Latin America Studies and Journalism from Boston University, studying history and anthropology at an Ecuadorian university, associate editor; The Atlantic, "The Longstanding Crisis Facing Tribal Schools," https://www.theatlantic.com/education/archive/2017/01/the-longstanding-crisis-facing-tribal-schools/513053/, JKS)

**Trump's education agenda signals the death of the federal trust responsibility – it takes aim at tribal self-determination and rolls back previous reforms.**
When Donald J. Trump was elected the 45th President of the United States, AND funding for tribal self-governance compacts by $5.4 million.
 * Washburn '17** (Kevin; 5/25/17; J.D. from Yale University, B.A. in Economics from the University of Oklahoma, Professor of Law at the University of New Mexico, former Distinguished Professor of Law at the University of Arizona; Indian Country Today, "Trump Proposes Hundreds of Millions in Cuts to Federal Appropriations for Indian Country," https://indiancountrymedianetwork.com/news/opinions/trump-proposes-hundreds-millions-cuts-federal-appropriations-indian-country/)

**Native education lacks culturally specific curriculum, including tribal languages and history. The status quo lets teachers make the decisions, not communities.**
5. The challenges American Indian ELLs face today Students need to become fluent readers AND s) and English provides the scaffolding support students need to achieve academically.
 * Carjuzaa & Ruff '16** (Jioanna & William; September 2016; Ph.D. in Multicultural, Social and Bilingual Foundations of Education from the University of Colorado-Boulder, Associate Professor, Multicultural Education at Montana State University, and Curriculum and Instruction Executive Director of the Center for Bilingual and Multicultural Education; M.A. in Public Administration from Georgia State University, B.A. in Political Science and Public Health from Emory University, Professor of Education at Montana State University; Cogent Education, "American Indian English Language Learners: Misunderstood and under-served." http://scholarworks.montana.edu/xmlui/handle/1/12658)

**This erasure is inexcusable and results in the extinction of Native languages.**
Language and Cultural Revitalization Racially based assimilationist educational policies and practices have had deleterious effects AND based cultural knowledge of the Indigenous people is similarly lost from the world.
 * Fickel et al '17** (Letitia; Ed.D. in Educational Supervision in Teaching and Learning from the University of Louisville, M.A. in Education and B.A. in Psychology from the University of Kentucky, Professor of Education at the University of Canterbury, academic and teaching experience at multiple university positions; Book, Global Teaching)

**Second, cultural genocide –**
====**Miseducation of Native histories is a tool to sustain the imperial fantasy of an extinct, submissive Indian. This perpetuates a form of internalized racism that condemns thousands of indigenous youth to devalument.**==== These rituals dominate the first months of school, putting Native children in their place AND can start work toward a more just and equal future for Native students.
 * Dunbar-Ortiz '16** (Roxanne; 11/28/16; B.A. in Communications from the University of Pennsylvania, Media Coder at the Annenberg Public Policy Center, free-lance education journalist, citing multiple studies on Native American Education; Education Week, "The Miseducation of Native American Students," http://www.edweek.org/ew/articles/2016/11/30/the-miseducation-of-native-american-students.html)

**The impact is cultural genocide.**
The goal of education in the United States is to prepare students to have jobs AND of American Indian education and the retention rates of the American Indian students.
 * Stone '11** (Sarah; August 2011; B.A. in Public Relations from The College of St. Mark and St. John, Global Head of Marketing Communications at Mourant Ozannes; Commonwealth Honors College Theses and Projects, "American Indian Education: How Assimilation Decreases Retention," http://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1026&context=chc_theses)

**Tribal schools are spiraling out of control – comprehensive studies prove more funding is necessary.**
What GAO Found The Department of the Interior's (Interior) Office of the Assistant AND Affairs practices against its policies and safety standards; and interviewed agency officials.
 * GAO '16** (Government Accountability Office; 3/10/16; 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, "Key Actions Needed to Ensure Safety and Health at Indian School Facilities," http://www.gao.gov/products/GAO-16-313) *All tables omitted

**A lax federal role ensures woefully inadequate health and safety conditions – Native students risk fires, poisoning, and death on a daily basis.**
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."
 * 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)

**These conditions coupled with mounting budget cuts force Native displacement, recreating forms of historical and structural violence.**
To ensure that Native students are on the path to success, a number of AND strengthen our cultures and communities so we can thrive for generations to come.
 * Keel '13** (Jeferson; Chickasaw, 12/3/13; J.D. in Native American Law from the University of Tulsa, M.S. in Human Resources and B.A. in Political Psychology from East Central University; Education Week, "Upending an Education Crisis in Indian Country," http://www.edweek.org/ew/articles/2013/12/04/13keel_ep.h33.html)

**That creates cycles of socioeconomic invisibility.**
Finally the U.S. is beginning to see steady improvement in employment and AND their odds of being employed are 31 percent lower than those of whites.
 * Peralta '14** (Katherine; 11/27/14; B.S. in Marketing Management and Business from North Carolina State University, digital marketing manager; USN, "Native Americans Left Behind in the Economic Recovery," https://www.usnews.com/news/articles/2014/11/27/native-americans-left-behind-in-the-economic-recovery)

1AC – Plan

 * The United States federal government should:**


 * - substantially regulate elementary and secondary education by applying an active efforts requirement to Title VI, Section A funds of the Every Student Succeeds Act, including a federal minimum standard, and**
 * - substantially increase its funding of elementary and secondary public and Bureau of Indian Education schools for comprehensive and equitable resources to honor constitutionally based funding obligations.**

1AC – Solvency
====**Applying an active efforts requirement to Title VI ensures proactive cultural and linguistic support. A federal standard monitors minimum compliance, while maintaining local and Native flexibility.**==== "Active Efforts" and Title VI Like ICWA, Title VI was passed in AND , impacts, and outcomes of a system that negatively impacts minority groups.
 * Dial '16** (Chantelle; Spring 2016; J.D. upon publication in International Law, Educational Law, and Indigenous Law from Michigan State University, M.A. in International Law from the University of Edinburgh, member of the Diversity Services Office at Michigan State University, former Supreme Court intern; J.D. Thesis, "'Active Efforts' for Equal Education: Reforming Title VI to Further the Purposes of Title VI," http://www.law.msu.edu/king/2015-2016/Dial.pdf)

**A robust consensus of scholars and empirical studies confirm integrating Native cultures is the most significant step to higher educational performance and sustainable Native schools.**
A final component of research necessary to make conclusions on how assimilation affects retention rates AND students needs to be improvement [improved] by adding culturally relevant programs.
 * Stone '11** (Sarah; August 2011; B.A. in Public Relations from The College of St. Mark and St. John, Global Head of Marketing Communications at Mourant Ozannes; Commonwealth Honors College Theses and Projects, "American Indian Education: How Assimilation Decreases Retention," http://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1026&context=chc_theses) *Spelling corrected

**Federal funding is essential for sweeping improvements in tribal schooling – uniquely fulfills the trust obligation and overcomes local barriers.**
The Federal Responsibility - Invest in School Construction: Due to deteriorating infrastructure in schools AND economic growth is difficult unless federal, constitutionally based funding obligations are honored.
 * NIEA '17** (National Indian Education Association; 2/21/17; National non-profit dedicated to Native American education, citing the Government Accountability Office and multiple internal studies on the Department of Interior; NIEA, "THE FEDERAL TRUST RESPONSIBILITY TO NATIVE EDUCATION," http://www.niea.org/wp-content/uploads/2016/03/NIEA-FY-2018-Budget-2-21-17-3.pdf)

====**You have a choice in this debate – voting aff prioritizes urgent bodies that are being ethically bypassed via schooling, or you can vote for an incalculable future threat. You should refuse the constant need to prevent "extinction" and recognize the urgency of colonial violence.**==== Though toileting might be thought of as a special case of bodily urgency, geographic AND as fertile ground for radical critique, a truly fierce urgency for now.
 * Olson '15** (Elizabeth; 2015; PhD, Associate Professor of Geography and Global Studies at UNC-Chapel Hill; Progress in Human Geography, "Geography and ethics I: Waiting and urgency,")

====**Specifically, an obsession with high-magnitude impacts stems from a settler fear of extinction, which seeks to distract from America's genocidal past. You should refuse this far-off threat in favor of ever-present violence.**==== Settlers love to contemplate the possibility of their own extinction; to read many contemporary AND effects that shape much of the contemporary literature emerging from white colonial settings.
 * Dalley '16** (Hamish; 10/14/16; Ph.D. from the Australian National University, B.A. from the University of Otago, Assistant Professor of English and World Literature at Daemen College; Settler Colonial Studies, "The deaths of settler colonialism: extinction as a metaphor of decolonization in contemporary settler literature,")

**Disregard appeals to specific scenarios – the conjunction fallacy means each chain of their disad renders itself less probable.**
The conjunction fallacy similarly applies to futurological forecasts. Two independent sets of professional analysts AND a futurist, disjunctions make for an awkward and unpoetic-sounding prophecy.
 * Yudkowsky '8** (Eliezer; 7/8/8; Cofounder of Machine Intelligence Research Institute, research fellow at MIRI, citing several psychological studies; Machine Intelligence Research Institute, "Cognitive Biases Potentially Affecting Judgment of Global Risks," https://intelligence.org/files/CognitiveBiases.pdf, p. 7-8)