South+East+HS

=AFF: ESMA =

=Inherency =

Service Learning Projects have been vanishing from low-income education curriculum
===CNCSUS 08 (Corporation for National and Community Service, Office of Research and Policy Development Washington, DC. Written by Kimberly Spring, Policy Analyst; Robert Grimm, Jr., Director of Research and Policy Development; Nathan Dietz, Senior Research Associate and Statistician. []) === Schools continue to demonstrate commitment to student participation in service to their community with 68 percent of K-12 school principals reporting that their students participate in community activities that are recognized by the schools, compared to 64 percent in 1999...Whereas schools in low income areas were 36 percent less likely to have service-learning activities in 1999, they are now only 26 percent less likely to engage students in service-learning.

=Advantage 1 is Structural Violence =

The banking model of education undermines student creativity and individuality – perpetuating the notions of social servitude
===Freire 93 – Paulo Freire, Educated at Federal University of Pernambuco, Freire has been recognized worldwide for his profound impact on educational thought and practice. He received numerous awards including honorary doctorates, the King Balduin Prize for International Development, the Prize for Outstanding Christian Educators in 1985 with Elza, and the UNESCO 1986 Prize for Education for Peace, 1993("PEDAGOGY of the OPPRESSED – Edition 2", The Continuum International Publishing Group Inc, Originally Published in 1972, Available Online from http://www.msu.ac.zw/elearning/material/1335344125freire_pedagogy_of_the_oppresed.pdf, Accessed on 7-12-2017)//BM ===

A careful analysis of [in] the teacher-student relationship at any level, inside or outside the school, reveals its fundamentally narrative character...Such transformation, of course, would undermine the oppressors purposes; hence their utilization of the banking concept of education to avoid the threat of student conscientização.

===The banking model of education turns the system into a factory that promotes placid acceptance of abusive status quo norms and indoctrinates students into assuming that there is always a political solution. This kills revolutionary thinking – only through the aff can we achieve the decentralization of power relations necessary for students to challenge the system === ===Coles 14 (Tait Coles is VP at Dixons City Academy in Bradford and an author specializing in education, “Critical pedagogy: school must equip students to challenge the status quo,” The Guardian, 2/25/14, []) @ AG ===

He developed a structured curriculum to deliver this, which is now being advocated by an increasing number of schools and academies in the UK...This educational stance is one that we must all strive for as the moral purpose of education.

The banking system of education is an “invisible war” that will culminate into “visible wars”– outweighs other impacts
===Szentes Professor Emeritus at the Corvinus University of Budapest, 2008 Tamás, “Globalisation and prospects of the world society” 4/22/08 http://www.eadi.org/fileadmin/Documents/Events/exco/Glob.___prospects_-_jav..pdf ===

It’ s a common place that human society can survive and develop only in a lasting real peace...No ideological or terminological camouflage can conceal this real dilemma any more, which is to be faced not in the distant future, by the next generations, but in the coming years, because of global terrorism soon having nuclear and other mass destructive weapons, and also due to irreversible changes in natural environment.

Structural Violence is the root cause of all barriers to fundamental human needs, an increase in service learning is a fundamental first step
===<span style="font-family: Times New Roman,Times,serif;">L. Cattell 09 (Laura Cattell was a justice, peace, and conflict research major at EMU. For this case study she received top honors in the bi-national C. Henry Smith Peace Oratorical Contest in 2009 and is now a senior worker with the Maryland Conservation Corps. https://emu.edu/cms-links/peacebuilding/docs/laura-cattell.pdf ) ===

<span style="font-family: Times New Roman,Times,serif;">Structural Violence in the US Education System Laura Cattell Throughout my four years of study at EMU, I have basically learned three things: 1) the environmental and social problems in our world are overwhelming 2) most of these are caused by unjust systems and 3) I, as an affluent American, benefit from these systems. Galtung, Johan. ‘Violence, Peace, and Peace Research...’ Journal of Peace Research 6.2 (1969): 167-91. Farmer, Paul. Pathologies of Power : Health, Human Rights and the New War on the Poor. London, England: University of California Berkley Press, 2003. Inquirer Report Card on the Schools. 2009. The Philadelphia Inquirer. 3 March 2009. Good Schools Pennsylvania. 2007. 3 March 2009.

<span style="font-family: Times New Roman,Times,serif;">Service Learning Key to Re-Framing the Power Relations and Educational Institutions that maintain Structural Violence
===<span style="font-family: Times New Roman,Times,serif;">D. Butin 05 (Dan Sarofian-Butin, PhD, is a Full Professor in, and was Founding Dean of, the School of Education & Social Policy at Merrimack College. have served on national task forces for MIT, AAC&U, the US Department of Education, NSF, and the Carnegie Corporation. Service Learning in Higher Education: Critical Issues and Directions [] ===

<span style="font-family: Times New Roman,Times,serif;">Service-learning in higher education is a potentially transformative pedagogical practice and theoretical orientation; it is, in Spivak’s words, a question of strategy... Even the attempt to remain so positions oneself in a resistant identity. If we truly accept Geertz’s (1973) melodic phrase that we are all ensconced within “multiple webs of meaning,” then it becomes clear that service-learning pulls strongly at the strings that bind us and support us. And in that pulling and pushing, we must as existential beings decide in which directions we will be moved.

<span style="font-family: Times New Roman,Times,serif;">Education is key – it’s a central starting point to resolve multiple sources of inequality
===<span style="font-family: Times New Roman,Times,serif;">Ireland, PhD in English from the State University of New York at Buffalo, 2016 Corydon, 2/15/2016, The costs of inequality: Education’s the one key that rules them all, http://news.harvard.edu/gazette/story/2016/02/the-costs-of-inequality-educations-the-one-key-that-rules-them-all/ ===

<span style="font-family: Times New Roman,Times,serif;">The odds of his escaping a poverty-ridden lifestyle, despite innate intelligence and drive, were long...And yet, in the world’s most prosperous major nation, it remains an elusive goal for millions of children and teenagers.

=<span style="font-family: Times New Roman,Times,serif;">Plan =

===<span style="font-family: Times New Roman,Times,serif;">The United States Federal Government should substantially increase regulation of K-12 Public Education by amending the Every Student Succeeds Act in compliance with the National Youth Leadership Council’s standards on Service-Learning and increase Service-Learning funding nationwide for low-income communities. ===

=<span style="font-family: Times New Roman,Times,serif;">Solvency =

<span style="font-family: Times New Roman,Times,serif;">Service Learning Standards Key to Meaningful SLP Experience
===<span style="font-family: Times New Roman,Times,serif;">J. Wang 09 (Julie Wang is a Service-Learning Consultant along with Nicky Martin and Erich Stiefvater at LEARNS at the Northwest Regional Educational Laboratory, which provides training and technical assistance to Corporation-funded programs serving youth. LEARNS is a partnership of the Northwest Regional Educational Laboratory and the Bank Street College of Education, and this article was written in collaboration with the Corporation for National and Community Service. []) ===

<span style="font-family: Times New Roman,Times,serif;">K–12 Service-Learning Standards for Quality Practice: The National Youth Leadership Council and RMC Research Associates developed a set of quality service learning standards and indicators with inputfrom youth, teachers, administrators, youth agencies, policymakers, community members, and other stakeholders...Service learning has sufficient duration and intensity to address community needs and meet specified outcomes.

<span style="font-family: Times New Roman,Times,serif;">The plan incrementally scales up conditions and funding - anything short of this fails
===<span style="font-family: Times New Roman,Times,serif;">Black, 17 - Professor of Law, University of South Carolina School of Law (Derek, “Abandoning the Federal Role in Education: The Every Student Succeeds Act”, 102 CALIFORNIA LAW REVIEW [Vol. 105:101, SSRN) ===

<span style="font-family: Times New Roman,Times,serif;">Congress can then realign the Elementary and Secondary Education Act with its historic mission of improving academic achievement and equity for low-income students, and also can enact better mechanisms to achieve those goals...Equally important, these federal funds would create the leverage and capacity the federal government needs for states to comply with the equity provisions outlined in the following sections.

<span style="font-family: Times New Roman,Times,serif;">Overwhelming historical evidence proves the federal government is the only entity capable of overcoming local resistance to equitable funding
===<span style="font-family: Times New Roman,Times,serif;">Robinson, 15 - Professor, University of Richmond School of Law (Kimberly, “Disrupting Education Federalism” WASHINGTON UNIVERSITY LAW REVIEW [VOL. 92:959, @https://pdfs.semanticscholar.org/2e3c/a1792fa3482b209ae0ba85ed07a05d697f74.pdf ===

<span style="font-family: Times New Roman,Times,serif;">By enacting federal legislation and initiatives that embrace each of the elements discussed above, the federal government would reestablish itself as the final guarantor of equal access to an excellent education...251 By increasing its demands while limiting its contributions, the federal government has been able to avoid shouldering a substantial portion of the costs and burdens associated with accomplishing the nation’s education goals while still enjoying the ability to set the nation’s education agenda and demand results.271 In contrast, my proposal would establish a much closer and more effective marriage between federal influence and responsibility.

=<span style="font-family: Times New Roman,Times,serif;">Framing =

===<span style="font-family: Times New Roman,Times,serif;">Emphasis on apocalyptic extinction as the number one priority is a discussion that sidelines institutionalized discrimination – the notion that peace is the absence of war guarantees the impact as it establishes genocidal violence of the historical world === ===<span style="font-family: Times New Roman,Times,serif;"> Omolade 89 [1989, Barbara Omolade is a historian of black women for the past twenty years and an organizer in both the women’s and civil rights/black power movements, “We Speak for the Planet” in “Rocking the ship of state : toward a feminist peace politics”, pp. 172-176]**modified for abelist language ===

<span style="font-family: Times New Roman,Times,serif;">Recent efforts by Soviet leader Mikhail Gorbachev and President Ronald Reagan to limit nuclear testing, stockpiling, and weaponry, while still protecting their own arsenals and selling arms to countries and factions around the world, vividly demonstrate how "peace" can become an abstract concept within a culture of war... Unfortunately, the holocaust does not only refer to the mass murder of Jews, Christians, and atheists during the Nazi regime; it also refers to the permanent institutionalization of war that is part of every fascist and racist regime. The holocaust lives. It is a threat to world peace as pervasive and thorough as nuclear war.

<span style="font-family: Times New Roman,Times,serif;">Don’t prefer big stick impacts – predictions of extinction stop change and detailed risk scenarios are too unlikely to outweigh the case
===<span style="font-family: Times New Roman,Times,serif;">Yudkowsky 06– cites Bruce Schneier, a security expert – Eliezer Yudkowsky, 8/31/2006, Singularity Institute for Artificial Intelligence Palo Alto, CA. “Cognitive biases potentially affecting judgment of global risks,” Forthcoming in Global Catastrophic Risks, eds. Nick Bostrom and Milan Cirkovic, singinst.org/upload/cognitive-biases.pdf. ===

<span style="font-family: Times New Roman,Times,serif;">The conjunction fallacy similarly applies to futurological forecasts...Yet for a futurist, disjunctions make for an awkward and unpoetic-sounding prophecy. South East BAQU AFF

<span style="font-family: Times New Roman,Times,serif;">South East ENMA

<span style="font-family: Times New Roman,Times,serif;">NEG: @South East ESMA <span style="font-family: Times New Roman,Times,serif;">South East ENMA <span style="font-family: Times New Roman,Times,serif;">South East BAQU