ES+Aff

=**__ For any major questions feel free to email me @ sailorspacehead@gmail.com __**=
 * __ LAST AFF: read with Adan from SEHS VVV __**

A large portion of the 1ac is a poem - that isn't going to be included in the disclosure - talks about my own experience in education. I will provide you a physical copy in round if needed for a hearing disability - otherwise flow it like its an analytical. TW: (NON GRAPHIC) discussion of anxiety.

education is historically rooted in degradation of indigenous folk – questioning the historicity of the topic is the best starting point.
Cajete 94 “Look to the Mountain: An Ecology of Indigenous Education. First Edition.” Gregory A. Cajete is a Tewa author and professor from Santa Clara Pueblo, New Mexico. He has pioneered reconciling indigenous perspectives in sciences with a Western academic setting. Record Type: Non-Journal Publication Date: 1994 Pages: 244

From the beginning of contact...and modern educational theories.

**The topic is informed by the historicity of a colonial past that relies on the degradation of native bodies in a subversive manner.**
Research is a dirty word...thinking about humanizing research.
 * Tuck and Yang 12’ ** (Eve Tuck is an assistant professor of educational foundations at the State University of New York at New Paltz. Her writing, which has been concerned with Indigenous theories, qualitative research, research ethics, and theories of change, has appeared in the Harvard Educational Review, the Urban Review and several edited volumes, including Ethical Futures in Qualitative Research and the Handbook of Critical and Indigenous Methodologies. K. Wayne Yang is an assistant professor at UC San Diego. Ph.D., 2004, Social and Cultural Studies, University of California, Berkeley. R-Words: Refusing Research, page 223) ** //DE **

**Refusal is not silence, but instead limits conquest of academia that relies on the subjugation of native voices.**

 * Tuck and Yang 12’ ** (Eve Tuck is an assistant professor of educational foundations at the State University of New York at New Paltz. Her writing, which has been concerned with Indigenous theories, qualitative research, research ethics, and theories of change, has appeared in the Harvard Educational Review, the Urban Review and several edited volumes, including Ethical Futures in Qualitative Research and the Handbook of Critical and Indigenous Methodologies. K. Wayne Yang is an assistant professor at UC San Diego. Ph.D., 2004, Social and Cultural Studies, University of California, Berkeley. R-Words: Refusing Research, page 223) ** //DE **

Settler colonial knowledge is...shape of a pain narrative.

**causes mass self-jaundice that furthers a psychological condemnation to war for nativeness, otherization causes indigenous folk to believe the world would be better without them.**

 * Maldonado-Torres 08’ ** (Nelson, associate professor of comparative literature at Rutgers, //Against War: Views from the Underside of Modernity//, p. 217-21) //DE//

//Dussel, Quijano, and Wynter lead us...death ethics of war. //

//** A politics of refusal restricts what academics are allowed to have access to, to mark something as off limits, as not up for discussion. **//

//** Tuck and Yang 12’ ** (Eve Tuck is an assistant professor of educational foundations at the State University of New York at New Paltz. Her writing, which has been concerned with Indigenous theories, qualitative research, research ethics, and theories of change, has appeared in the Harvard Educational Review, the Urban Review and several edited volumes, including Ethical Futures in Qualitative Research and the Handbook of Critical and Indigenous Methodologies. K. Wayne Yang is an assistant professor at UC San Diego. Ph.D., 2004, Social and Cultural Studies, University of California, Berkeley. R-Words: Refusing Research, page 223) //**DE** Knowledge of self/Others...standards of justice and truth.

__** Previous Affs **__

Instances of discriminatory hair policy in k-12 schools have dominated discussions of race.
==== Schoenherr 17’ (Neil, Senior news director, law and social work, Washington University in WashU Expert: K-12 school policies on African American hair are discriminatory, []) //DE ==== The naturally curly texture...this knowledge Norwood said.

Current policies ensure an ongoing trend of racial bias due to the continued behaviors of hair policy in schools across America.
The undersigned legal academics...educational and employment contexts.
 * Norwood & Greene et. al 17’ ** ( Letter to Randy Ray, president of North Florida Christian School, Professor Kimberly Jade Norwood of Washington University School of Law, Professor D. Wendy Greene, of Law, Cumberland School of Law at Samford University, Professor Trina Jones, Professor of Law, Duke University School of Law, Professor Angela Onwuachi-Willig, Chancellor’s Professor of Law, University of California, Berkeley School of Law) //DE

These trends have continued, barring students from sports activities and shuttling harsh restrictions on educational access.

 * Norwood & Greene et. al 16’ ** ( Letter to Alex Dan, Director at Mystic Valley Charter School, Professor Kimberly Jade Norwood of Washington University School of Law, Professor D. Wendy Greene, of Law, Cumberland School of Law at Samford University, Professor Trina Jones, Professor of Law, Duke University School of Law, Professor Angela Onwuachi-Willig, Chancellor’s Professor of Law, University of California, Berkeley School of Law) //DE

The undersigned U.S. law...gender equity and inclusion.

Policies similar were famously implemented in one of the earliest examples, at an Oklahoma public school.

 * USA Today 13’ ** (Schools criticized for bans on dreadlocks, afros. Sep. 2013 []) //DE//

// Why are you so sad... my heart to shreds. //

//** Black hair is foundational to the being of black children, policing such opens the gates for onslaughts of horrid exploitation and fetishization. Their hair is not your product. **// //**Brown’17 **(Sherronda J. Brown, North Carolinian with a Masters Degree in Media Studies, Women’s & Gender Studies, and African American & African Diaspora Studies. “Negro Hair: The Fabric of Blackness: (Un)governable Textures”, http://roaringgold.com/negro-hair-the-fabric-of-blackness-ungovernable-textures/) //

//As Blackpeople, our entire existence is political... // //understood on other bodies. //

//** Race identity struggles lead to overwhelming black suicide and depression rates, empirics prove this community is less likely to seek or receive help. **// //**Williams ** 5/22/ **17 **(Sherri, P.H.D, Media scholar/researcher and veteran journalist who studies portrayals of people of color in mass media including social media and black social TV. Assistant professor in race, media and communication at American University. <span style="font-family: Calibri,sans-serif; font-size: 11pt;">) //DE <span style="color: #333333; font-family: Calibri,sans-serif; font-size: 8pt;">I sat on the floor...than Non-Hispanic whites.

====__ Plantext: __ The United States Federal Government should affirm the Supreme Court Decision Tinker vs. Des Moines by incentivizing and employing Race to the Top for k-12 schools who employ hair policies which target African hairstyles to disallow those policies. ====


 * <span style="color: #333333; font-family: Calibri,sans-serif; font-size: 16pt;">Background of Tinker vs Des Moines- **


 * <span style="color: #333333; font-family: Calibri,sans-serif; font-size: 14pt;">United States Courts N/D **<span style="color: #333333; font-family: Calibri,sans-serif; font-size: 8pt;">(United States Federal Government Courts, Catalog of Supreme Court decisions, <span style="font-family: Calibri,sans-serif; font-size: 8pt;">[] <span style="color: #333333; font-family: Calibri,sans-serif; font-size: 8pt;"> )//DE

At a public school...the school house gates.


 * Incentives are key – Historical examples of defund threat for even more controversial issues prove to be effective. Defunding of segregated schools proves. **
 * Cascio **** et. al **, ** 2005 ** (Elizabeth, Nora Gordon, Assistant Professor of Economics at UC San Diego, Sarah Reber, Assistant Professor of Public Policy at UCLA, Ethan Lewis, Economist at the Federal Reserve Bank of Philadelphia, Financial Incentives and the Desegregation of Southern Public Schools, 5/19/2005, http://www.economics.uci.edu/files/docs/colloqpapers/s06/Gordon.pdf)

Although Brown Vs. Board...throughout the 60's and 70's.

====Incentives are effective— Race to the Top statistics show a heavy inclination for states to comply with national legislature that requires much more effort than the plan, also allows for underfunded schools to receive more funding, levelling a significant funding gap for underprivileged students.==== Howell 15 (William G. Howell, the Sydney Stein Professor in American Politics at the University of Chicago Harris School of Policy and a professor in the Department of Political Science and the College. Vol. 15, No. 4 of EducationNext in Fall 2015, “Results of President Obama’s Race to the Top”. Sponsored by the Hoover Institution of Stanford University, the Kennedy School of Harvard University, and the Thomas B. Fordham Institute. http://educationnext.org/files/ednext_XV_4_howell.pdf)

<span style="font-family: Calibri,sans-serif; font-size: 8pt;">This study examines the... <span style="font-family: Calibri,sans-serif; font-size: 8pt;">accomplished via unilateral action.