Bravo+Medical+Magnet+HePi+NEG

=__**Feel free to email javierh319@gmail.com with any questions/pics of cute puppies**__=

The aff reifies educational futurism – their upholding of the Child as an emblem of the nation’s future is the root cause of violence against non-normative bodies
Greteman and Wojcikiewicz 14 (Adam J. Greteman, Department of Art Education, School of the Art Institute of Chicago, and Steven Wojcikiewicz, “The Problems with the Future: Educational Futurism and the Figural Child,” Journal of Philosophy of Education, Vol. 48, No. 4, PN)

‘ I touch the future ... promised future for children .

The impact is queer violence – everyone who refuses the figure of the Child is seen as a threat to social order
Edelman 04 (Lee, professor of English at Tufts, No Future: Queer Theory and the Death Drive, p. 11-13, PN)

the image of the ... to-be-realized identity

Educational futurism maintains the figural Child as a weapon against individual children—this is the underpinning of violence against all excluded kids
Greteman and Wojcikiewicz 14 (Adam J. Greteman, Department of Art Education, School of the Art Institute of Chicago, and Steven Wojcikiewicz, “The Problems with the Future: Educational Futurism and the Figural Child,” Journal of Philosophy of Education, Vol. 48, No. 4)

The challenges of queerness ... chance to be adults .

The alternative is to queer the Child – only our negation of the Child as a symbol of innocence solves endless violence
Greteman and Wojcikiewicz 14 (Adam J. Greteman, Department of Art Education, School of the Art Institute of Chicago, and Steven Wojcikiewicz, “The Problems with the Future: Educational Futurism and the Figural Child,” Journal of Philosophy of Education, Vol. 48, No. 4, PN)

Edelman's critique and exposure... and desires of children.

Trump has adopted a “1-in 2-out” policy which has frozen the regulatory environment
Sunstein 17 (Cass Sunstein, administrator of the Office of Information and Regulatory Affairs, June 1, 2017. Trump Isn't Really Doing So Much on Regulation The administration is issuing few new rules. But the numbers show no actual rollback. https://www.bloomberg.com/view/articles/2017-06-01/trump-s-war-on-regulations-is-off-to-a-slow-start

// We are seeing how... //make a ton of sense.

This means the plan will be used as a justification to undo Dodd-Frank – it’s on the chopping block
Vinik 17 (DANNY VINIK, political analyst for politico, 06/07/2017 Under Trump, regulation slows to a crawl http://www.politico.com/agenda/story/2017/06/07/trump-regulation-slowdown-000446

And any day, OIRA is.... repealing Obama’s net neutrality rule.

Dodd-Frank repeal collapses the economy
Gross 17 ([|Daniel Gross], writer for Slate, JUNE 9 2017. House Republicans’ Vote to Gut Dodd-Frank Is the Wall Street Giveaway That Wall Street Doesn’t Need, http://www.slate.com/blogs/moneybox/2017/06/09/house_republicans_voted_to_gut_dodd_frank_for_no_good_reason.html

Of course, it’s only... the first quarter of 2017

Economic decline causes nuclear war
Mann ’14 (Eric Mann is a special agent with a United States federal agency, with significant domestic and international counterintelligence and counter-terrorism experience. Worked as a special assistant for a U.S. Senator and served as a presidential appointee for the U.S. Congress. He is currently responsible for an internal security and vulnerability assessment program. Bachelors @ University of South Carolina, Graduate degree in Homeland Security @ Georgetown. “AUSTERITY, ECONOMIC DECLINE, AND FINANCIAL WEAPONS OF WAR: A NEW PARADIGM FOR GLOBAL SECURITY,” May 2014, [] )

The conclusions reached in this... against the United States.

Base support for Trump is __up__ in spite of Comey hearings
Easley 6/14 (Cameron, staff @ Morning Consult, “Base Rallies Around Trump in Wake of Comey Controversy”, https://morningconsult.com/2017/06/14/poll-morning-consult-politico-comey/)

It’s been a rough few... leak to Russian officials.

The plan will be tied to Common Core-like standards that are politically toxic to the conservative base
Berry 15 (Dr. Susan, 2/17, contributor @ Breitbart, “Boston Globe: Despite Critics, Jeb Bush Committed to Common Core”, http://www.breitbart.com/big-government/2015/02/17/boston-globe-despite-critics-jeb-bush-committed-to-common-core/)

Just saying the name Common... 60 percent of independents.

If Trump’s popularity declines, he’ll lash out & start a war
Vyse 2/10 (Graham, staff @ New Republic, “Trump Has a Plan for the Next 9/11. Democrats Need One”, https://newrepublic.com/article/140556/trump-plan-next-911-democrats-need-one)

At least one elected Democrat... rally around in patriotism.

Causes nuclear war with China – Checks don’t apply because of populism
Menon 2/14 (Rajan, staff @ Toms Dispatch via AlterNet, “Is President Trump Headed for a War With China?”, http://www.alternet.org/world/president-trump-headed-war-china)

Facing off against China...which these distinctly aren’t.

Federalism is strong now. Education is key. Commitment and support are strong throughout the federal system.
Somin 5/22/17 Ilya Somin is Professor of Law at George Mason University, "Jeffrey Rosen on "federalism for the left and the right", https://www.washingtonpost.com/news/volokh-conspiracy/wp/2017/05/22/jeffrey-rosen-on-federalism-for-the-left-and-the-right/?utm_term=.8c85cf84846f

Many of the issues that recent presidents have tried to decide at the national level

AND

intrusive and national politics less of a contest where the winner takes all.

====Traditional civics has been replaced by New Civics- it disguises itself by appealing to citizens but in reality, it promotes a radical liberal agenda and undermines the intended purpose of civic education====


 * Pullman 1/16**/17 (Joy, managing editor of The Federalist and author of "The Education Invasion: How Common Core Fights Parents for Control of American Kids", "Report: Schools Are Teaching Kids To Hate America Under The Guise Of 'Civics'", The Federalist, 1/16/2017, accessed 6/27/2017, http://thefederalist.com/2017/01/16/report-schools-teaching-kids-hate-america-guise-civics/)

U.S. civics education, if it exists at all, is being

AND

basic historical truths, the young people hearing this propaganda have few defenses.

Internal link—U.S. Federalism is modeled globally
Calabresi 95 Associate Professor at Northwestern University School of Law- (Steven, "Symposium: Reflections On United States V. Lopez: "A Government Of Limited And Enumerated Powers": In Defense Of United States V. Lopez," Michigan Law Review, December 1995, Lexis)

At the same time, U.S.-style constitutional federalism has become the

AND

basically alive and well today. As one surveys the world in 1995,

Impact—Federalism prevents violence, secessions, and rebellions—prefer empirics
Lawoti 3/18/09 "Federalism for Nepal", Mahendra Lawoti is professor at the department of political science at Western Michigan University, writer of several books and Ph.D. from the University of Pittsburgh with dissertation of Exclusionary Democratization: Multicultural Society and Political Institutions in Nepa., http://www.telegraphnepal.com/backup/telegraph/news_det.php?news_id=5041

Cross-national studies covering over 100 countries have shown that federalism minimizes violent conflicts

AND

autonomy arrangements have transformed destructive conflicts in these societies into positive interregional competition".

=__**Disability K**__=

The aff endorses ableism – their upholding and allowance of discriminatory practices is the root cause of violence against disabled bodies.
Hehir 02 Thomas Hehir is Professor of Practice and Director of the School Leadership Program, Harvard Graduate School of Education, Cambridge, Massachusetts: "Eliminating Ableism in Education." Published in 2002. Pg 4 Applied to schooling and child development, ableist preferences become particularly apparent. From an ableist perspective, the devaluation of disability results in societal attitudes that uncritically assert that it is better for a child to walk than roll, speak than sign, read print than read Braille, spell independently than use a spell-check, and hang out with nondisabled kids as opposed to other disabled kids, etc. In short, in the eyes of many educators and society, it is preferable for disabled students to do things in the same manner as nondisabled kids. Certainly, given a world that has not been designed with the disabled in mind, being able to perform in a manner that is similar to that of nondisabled children gives disabled children distinct advantages. If efficient ambulation is possible, a child who has received the help he needs to walk is at an advantage in a barrier-filled world. Similarly, a child with a mild hearing loss who has been given the amplification and speech therapy she needs may have little difficulty functioning in a regular classroom. However, ableist assumptions become dysfunctional when the educational and developmental services provided to disabled children focus inordinately on the characteristics of their disability to the exclusion of all else, when changing disability becomes the overriding focus of service providers and, at times, parents. Narratives of disabled people and their parents are replete with examples of how changing disability became the focus of their young lives and how such a focus denied them the opportunities taken for granted by nondisabled people. These narratives speak to the deep cultural prejudices against disability that they had to endure from an early age — that disability was negative and tragic and that "overcoming" disability was the only valued result (Ferguson & Asch, 1989; Rousso, 1984). In No Pity, his history of the disability civil rights movement, Joseph Shapiro (1994) chronicles the dominant cultural responses to disability. One model is exemplified by the poster children of the muscular dystrophy telethon, which he refers to as "Tiny Tims" — "the idea that disabled people are childlike, dependent, and in need of charity and pity" (p. 14). Cyndi Jones, a disability activist and former poster child, argues that "the poster child says it's not okay to be disabled . . . but it says if you just donate money the disabled child will go away" (p. 14). Marilynn Phillips, a professor at Morgan State University who has studied images of poster children, recalls that the image of the valiant "crippled" child on crutches learning to walk emerged in the mid-1950s. She argues that children like herself who had polio before a vaccine was developed were an affront to the postwar faith in medical technology. Disabled children were now "damaged goods" who had to try harder to deserve charity and respect (p. 15).

School curriculums reinforce social otherization of the "disabled"
(Anita, 4-1-05, The Graduate School, Syracuse University, "Building Pedagogical Curb Cuts: Incorporating Disability in the University Classroom and Curriculum," http://www.syr.edu/gradschool/pdf/resourcebooksvideos/Pedagogical%20Curb%20Cuts.pdf, accessed: 7-5-2012, p.20, CAS) It is not surprising that students continue to hold stereotypes and mistaken or biased views of (people with) disabilities. After all, the current curriculum has done little to dispel the stigma. In fact, it may be part of the problem. As previously mentioned, the "regular" curriculum and textbooks still neglect or marginalize the disability perspective. Recent attempts to promote diversity have resulted in more discussions of gender and racial issues, but the disability perspective remains neglected. Even bioethics textbooks rarely address disability issues. In those seldom cases where textbooks mention disability, they continue to employ a medical model of disability that characterizes disability as a defect that is inherent in the person with an impairment. These discussions rarely address social and political problems that "disable" many people. Rather, they focus on disability as a physical/mental inferiority that ought to be corrected by medical procedures. It is, therefore, not surprising that students in the mainstream curriculum continue to hold various stereotypes of (people with) disabilities.
 * Ho, University of British Columbia, professor of applied Ethics, 5**

Ableism is a pre-requisite to all oppression
http://secure.gvsu.edu/cms3/assets/3B8FF455-E590-0E6C-3ED0F895A6FBB287/the_politics_of_ableism.pdf Ableism is an umbrella ism for other isms such as racism, sexism, casteism, ageism, speciesism, anti-environmentalism, gross domestic product (GDP)-ism and consumerism. One can identify many different forms of Ableism such as biological structure-based Ableism (B), cognition-based Ableism (C), social structure-based Ableism (S) and Ableism inherent to a given economic system (E). ABECS could be used as the Ableism equivalent to the NBICS S&T convergence (Wolbring,2007e).
 * ===Wolbring '08 Gregor Wolbring, Associate Professor Community Rehabilitation and Disability Studies, Past President of Canadian Disability Studies Association and member of the board of the Society for Disability Studies (USA), The politics of Ableism, June 2008, ===**

Ableism comes before education – the infused notions of ableism corrupt the outputs of education policies.
The Yale Law Journal, Vol. 97, No. 5 (Apr., 1988), pp. 863-880 http://www.jstor.org/stable/796517 People with physical disabilities in the United States have faced, and continue to struggle against, many social and economic disadvantages. Over the years, laws have explicitly excluded people with disabilities from holding public office,2 serving on juries,8 marrying,4 working in certain occupations,6 bearing children,6 attending school,7 and even from being seen on public streets. Even today, people with disabilities are "substantially worse off on almost any indicator of well-being including education, employment, and earnings] than are the non-disabled."9 One survey found that 50% of people with disabilities aged sixteen and over had household incomes for 1984 of $15,000 or less, compared to 25% of nondisabled people. Section I of this Note will show how the emphasis on difference instead of prejudice has shaped disability discrimination doctrine. This Section will then draw on insights from sex discrimination theory to demonstrate that pervasive prejudice against people with disabilities exists even though it may be difficult to recognize, and that perceptions about difference are socially constructed and influenced by this prejudice. Section II will argue that biased assumptions concerning difference have resulted in the development of inadequate public transportation regulations under section 504. Finally, Section III will suggest that disability discrimination doctrine would be strengthened by adhering more closely to the disparate impact model, which can remedy the subtle prejudice that makes the "differ? ences" of disability so disadvantageous. Discrimination against the disabled or ableism is discrimination action against people based on the physical ability of their body especially against people with disabilities (Definitions of Disability) in favor of people who are not disabled. An ableist society is said to be one that treats non-disabled individuals as the standard of "normal living", which results in public and private places and services, education, and social work that are built to serve 'standard' people, thereby inherently excluding those with various disabilities.
 * McCluskey '88** Martha T. McCluskey, Rethinking Equality and Difference: Disability Discrimination in Public Transportation,

The alternative is to recognize and challenge ableist assumptions in the educational space of debate by rejecting the aff
The U.S. education system has made major strides in improving education opportunities AND creating opportunities for them to learn and fully participate in school and society.
 * Hehir 07** (Thomas Hehir is Professor of Practice and Director of the School Leadership Program, Harvard Graduate School of Education, Cambridge, Massachusetts. Educational Leadership: "Confronting Ableism." Published in February, 2007. Accessed July 20^^th^^, 2015. http://www.ascd.org/publications/educational-leadership/feb07/vol64/num05/Confronting-Ableism.aspx)TheFedora

Discourse analysis is necessary to understand the basis of violence of ableism and its relationship to society
Oliver no date [ Politics and Language: Understanding the Disability Discourse Mike Oliver Professor of Disability Studies University of Greenwich, London, http://www.leeds.ac.uk/disability-studies/archiveuk/Oliver/politics%20and%20lang%20oliver.pdf In order to fully understand this in respect of policy and practice, it is AND the exclusion of disabled people from society and its institutions (Oliver 1990).

Liberal Nostalgia K
====The affirmative's educational nostalgia aligns with neoliberal forces, papers over concrete obstacles to equitable educational settings and is grounded in paternalism that makes it indistinguishable from conservative appeals to choice==== Over the past two decades, liberals have bewailed the ongoing assault on the public AND claim of the radical Left that liberals are in league with the devil.
 * Merry and New 16** – PhD, professor of philosophy in the department of Child Development and Education, **Professor of Education Studies @ Beloit (Michael and William, "Is the liberal defense of public schools a fantasy?," Critical Studies in Education, DOI: 10.1080/17508487.2016.1154583)//BB

Only fighting neoliberalism outside of schools solves
Education, Poverty, and Inequality Most people hope that public education will fulfill its AND , that people are transformed and can, in turn, transform society.
 * Bale and Knopp, 12** – * Assistant professor of second language education at Michigan State University, teaches and writes about the history and politics of language education in US schools. ** Public high school teacher in Los Angeles. She has been teaching economics and government for eleven years. A frequent contributor to the International Socialist Review (Jeff and Sarah, "Education and Capitalism: Struggles for Learning and Liberation," Haymarket Books, 2012, Google Books)//DK

Critiques of capitalism underestimate the effect that colonization and decolonizing acts have
The history of federal Indian law clearly demonstrates that it was not indigenous peoples who AND revolutionary theory, bringing them into alignment with the realities of indigenous struggle.
 * Grande 2004 **(Sandy, chair of education department at Connecticut College, "Red Pedagogy", 9/1/17, Rowan and Littlefield Publishers Inc. Counterpoints, Vol. 356, pp. 31-57)

Historical settler colonialism and present day capitalism both feed off of managing indigenous populations- leaving them as nothing more than a surplus through the creation of the neoliberal world.
It is highly significant that the distinctive characteristics of this emergent global regime have been AND adopted by other settler states while the expansion of their frontiers remained incomplete.
 * Lloyd and Wolfe 2015** (David and Wolfe, Professor of English at the University of California, Australian anthropologist and ethnographer, "Settler colonial logics and the neoliberal regime", http://dx.doi.org/10.1080/2201473X.2015.1035361

The Alternative is to decolonize unconditionally, decolonization is a pre-requisite to any reformism
Perhaps the first step that we can take in allying ourselves with Indigenous peoples is AND
 * Burke 9** (Nora Butler Burke, 11-25-2009, "Building a "Canadian" Decolonization Movement: Fighting the Occupation at "Home"," No Publication, http://theanarchistlibrary.org/library/nora-butler-burke-building-a-canadian-decolonization-movement-fighting-the-occupation-at-home) CH

an elite few while maintaining a liberal system of economic and social apartheid.

B. Failure to specify is illegitimate and a voting issue.
====Ground – Specifying the funding source is critical to economic disads. Also key to shapes ptx das and counterplans regarding types of funding specs and congressional actions and kritiks of economic models.====

The plan must regulate subject-matter in classrooms only
[3] Michael Naish (1984, 151) argues that 'education' is AND various informal means of socialization". - The connection to schooling is obvious.
 * Ikonen 99** – PhD, faculty of education (Risto, "What is this Thing called Education? - An Attempt to reveal the True Nature of the Science of Education," http://www.leeds.ac.uk/educol/documents/00001354.htm)//BB

Voter: T is a voter for fairness and education


<span style="font-family: Cambria,serif;">Critiques of capitalism underestimate the effect that colonization and decolonizing acts have
<span style="font-family: Cambria,serif; font-size: 13pt; line-height: 107%;">Grande 2004 <span style="font-family: Cambria,serif;">(Sandy, chair of education department at Connecticut College, "Red Pedagogy", 9/1/17, Rowan and Littlefield Publishers Inc. Counterpoints, Vol. 356, pp. 31-57) <span style="font-family: Cambria,serif; font-size: 8pt; line-height: 107%;">The history of federal Indian law clearly demonstrates that it was not indigenous peoples who "divided up democracy" but rather democracy that divided them. <span style="font-family: Cambria,serif;">Indigenous peoples and their political organizations predate both capitalism and (whitestream) democracy's advent on this continent. Thus, contrary to the assertions of revolutionary theorists, capitalist (exploitative) modes of production are not predicated on the exploitation of free (slave) labor but rather, first and foremost, premised on the annihilation of tribalism. //<span style="background: yellow; font-family: Cambria,serif;">The privileging and distinguishing of "class struggle" and concomitant assertion of capitalism as the totality underestimates the overarching nature of decolonization— a totality that places capitalism, patriarchy, white supremacy, and Western Christianity in radical contingency ////<span style="font-family: Cambria,serif;">. // <span style="font-family: Cambria,serif;"> This tension alone necessitates an indigenous reenvisioning of the precepts of revolutionary theory, bringing them into alignment with the realities of indigenous struggle.

====//<span style="font-family: Cambria,serif;">Historical settler colonialism and present day capitalism both feed off of managing indigenous populations- leaving them as nothing more than a surplus through the creation of the neoliberal world. //<span style="font-family: Cambria,serif;"> ==== <span style="font-family: Cambria,serif; font-size: 13pt; line-height: 107%;">Lloyd and Wolfe 2015 <span style="color: #000000; font-family: Cambria,serif;"> (David and Wolfe, <span style="background: white; color: #000000; font-family: Cambria,serif;">Professor of English at the University of California, <span style="color: #000000; font-family: Cambria,serif;">Australian anthropologist and ethnographer, “Settler colonial logics and the neoliberal regime”, http://dx.doi.org/10.1080/2201473X.2015.1035361 <span style="font-family: Cambria,serif;">  <span style="background: yellow; font-family: Cambria,serif;">It is highly significant that the distinctive characteristics of this emergent global regime have been locally prefigured in modes of repression developed internally by settler colonial states.  //<span style="font-family: Cambria,serif; font-size: 8pt; font-weight: normal; line-height: 107%;"> As Israeli architect and specialist on urban warfare, Eyal Weizman, has argued, for instance, “the West Bank can be seen as an extreme model – perhaps a laboratory – of a territorial and urban conflict that can take place in other places. Globalization takes the periphery straight to the center, the frontier between the First and Third worlds starts running through the middle of world cities.” // <span style="font-family: Cambria,serif;">Weizmann’s phrasing signals a genealogy for contemporary transformations in the longer history of colonialism as a repertoire of both tropes and practices of social control, brought together today in Israel’s operations as a settler colonial state, anomalous only in that its project of expansion remains unfinished. //<span style="font-family: Cambria,serif; font-size: 8pt; font-weight: normal; line-height: 107%;">4 The notable convergence of Israel and the USA (together with an ever-com- pliant Australia), expressed as much in their political solidarity as in their military and security collaborations, // <span style="font-family: Cambria,serif;">suggests to us a wider historical affinity between states that share a settler colonial history, one that continues to impress itself on both psychic and institutional formations //<span style="font-family: Cambria,serif; font-size: 8pt; font-weight: normal; line-height: 107%;">. In this respect, to // <span style="font-family: Cambria,serif;">Weizmann’s invocation of the first and third worlds, we should add the histories of dis- possession and resistance through which Indigenous peoples of the ‘fourth world’ have shaped our understanding of the dynamics of settler colonialism and its lessons for the present. //<span style="background: yellow; font-family: Cambria,serif;">We suggest that the fundamental continuity between the historical development of European settler colonialism and the present-day development of the neoliberal world order resides in the exigencies of managing surplus populations. So far as settlers have been concerned, the salient surplus has, of course, been the Native population // <span style="background: yellow; font-family: Cambria,serif;">, <span style="font-family: Cambria,serif;"> whose refractory presence has prompted a range of techniques of elimination – from outright homicide to various forms of removal and/ or confinement, and, once their numbers have been appropriately reduced in the post-frontier era, to Natives’ assimilation into settler society – techniques that have met with mixed success in the face of Native modes of resistance which have varied as creatively as the settlers’ own repertoire of strategies. //<span style="font-family: Cambria,serif; font-size: 8pt; font-weight: normal; line-height: 107%;"> In this overall historical process, the key shift is the ending of the frontier, which generally coincides with the consolidation of the settler state, and which is typically marked by intensified programs of Native assimilation, so many mopping-up exercises for civilization. Thus it is consistent that Israel, which remains bogged down in an incomplete expansion of its frontier, should rigorously eschew any semblance of Native assimilation, insisting instead on the sharpest of distinctions between Palestinians, who may or may not be citizen/residents of the Israeli state, and members of the so-called ‘Jewish nation’ wherever they may live. // <span style="font-family: Cambria,serif;">The exclusion of the Palestinian population is particularly apparent in the ease with which shifting economic and demographic circumstances – especially the large-scale immigration of Arab-Jews (Mizrahim) and Russians – have transformed what was once a reserve Palestinian labor force into a largely unemployed surplus //<span style="font-family: Cambria,serif; font-size: 8pt; font-weight: normal; line-height: 107%;">. Bereft of potential productive utility, and with pauperization attenuating its value as a market, ////<span style="background: yellow; font-family: Cambria,serif;">the Palestinian population has become subject to policies of removal and confinement that recall those adopted by other settler states while the expansion of their frontiers remained incomplete. //<span style="font-family: Cambria,serif;">

<span style="font-family: Cambria,serif;">The Alternative is to decolonize unconditionally, decolonization is a pre-requisite to any reformism
<span style="font-family: Cambria,serif; font-size: 13pt; line-height: 107%;">Burke 9 <span style="font-family: Cambria,serif;">(Nora Butler Burke, 11-25-2009, "Building a “Canadian” Decolonization Movement: Fighting the Occupation at “Home”," No Publication, <span style="color: windowtext; font-family: Cambria,serif; text-decoration: none;">[] <span style="font-family: Cambria,serif;">) CH <span style="font-family: Cambria,serif; font-size: 13pt; line-height: 107%;"> <span style="font-family: Cambria,serif; font-size: 8pt; line-height: 107%;">Perhaps the __<span style="font-family: Cambria,serif;">firs t step that we can take in allying ourselves with Indigenous peoples is to face up to our colonial past and present __<span style="background: yellow; font-family: Cambria,serif; font-size: 8pt; line-height: 107%;">. <span style="font-family: Cambria,serif; font-size: 8pt; line-height: 107%;"> And here I’d like to assert that Canada is not a post-colonial state, nor is it neo-colonial, as is the case in other parts of the world. In Canada, colonialism dominates [4]. __<span style="background: yellow; font-family: Cambria,serif;">While Aboriginal peoples continue to be forced or excluded from their lands, capitalist interests rush to invade their territories in attempts to seize resources from it. Indigenous nations remain culturally, economically and politically under attack within this colonial apparatus __<span style="font-family: Cambria,serif; font-size: 8pt; line-height: 107%;"> — a distinct experience which undoubtedly shares parallels with the experiences of other racialized and oppressed communities in Canada. Beyond facing up to the past, as a means of owning our history, we must take responsibility for that history. While many of us are excluded from and denied much of the wealth of the Canadian state ourselves, those of us who are Canadian citizens none the less benefit from that wealth to some degree. What we can not take for granted is the fact that much of that wealth was accumulated at the expense of Aboriginal peoples. Therefore, any movement which seeks to address the injustices perpetrated against Indigenous peoples must also take into account the positioning of non-native people within this colonial state. __<span style="background: yellow; font-family: Cambria,serif;">Decolonisation is not a process which entails solely the Indigenous nations of this continent. All people __ <span style="font-family: Cambria,serif; font-size: 8pt; line-height: 107%;">living in Canada __<span style="background: yellow; font-family: Cambria,serif;">have been distorted by colonialism __<span style="background: yellow; font-family: Cambria,serif; font-size: 8pt; line-height: 107%;">. I <span style="font-family: Cambria,serif; font-size: 8pt; line-height: 107%;">t effects us all, not only those whom it most severely oppresses. Therefore, __<span style="font-family: Cambria,serif;">a decolonisation movement cannot be comprised solely of solidarity and support for Indigenous peoples’ sovereignty and self-determination. If we are in support of self-determination, we too need to be self-determining. __<span style="font-family: Cambria,serif; font-size: 8pt; line-height: 107%;"> Unless we exercise our own self-determination and fight our own governments, then __<span style="font-family: Cambria,serif;">we risk reinforcing the isolation of Indigenous communities and their resistance. A movement for decolonisation must be premised on a parallel process of self-determination. __<span style="font-family: Cambria,serif; font-size: 8pt; line-height: 107%;"> While Indigenous nations continue to assert their autonomy and nationhood, we, as non-native settlers, must also assert our own autonomy within our respective communities, and resist our governments’ attempts to further consolidate its control over all communities, Indigenous and non-Indigenous alike. I think it is clear from what I am saying here, but __<span style="font-family: Cambria,serif;">I want to take a second to address a common misperception held by non-native people that decolonisation would require a mass departure of all non-Indigenous peoples from the continent __<span style="font-family: Cambria,serif; font-size: 8pt; line-height: 107%;">. While I can’t speak for any Indigenous people or communities, my understanding, based on conversations with and readings by many Indigenous activists, has been that the fundamental change which __<span style="font-family: Cambria,serif;">North American decolonisation would bring about would be a change in the nature of the relationship between immigrants and Aboriginal peoples __<span style="font-family: Cambria,serif; font-size: 8pt; line-height: 107%;">. I __<span style="font-family: Cambria,serif;">t would be to bring an end to our imperialist relationship, and an end to the colonial imposition of foreign systems __<span style="font-family: Cambria,serif; font-size: 8pt; line-height: 107%;">, be they governmental, ideological, religious, or otherwise, on the many hundreds of nations which exist on this continent. Rather than attempting to re-establish the conditions of a pre-colonial North America, many see it as being much more realistic to abandon the current relationship between native and non-native __<span style="font-family: Cambria,serif;">peoples. The state has long defined that relationship, one which has been characterized foremost by oppression __<span style="font-family: Cambria,serif; font-size: 8pt; line-height: 107%;">. It is time to cut the state out of this relationship, and to replace it with a new relationship, one which is mutually negotiated, and premised on a core respect for autonomy and freedom. Furthermore, __<span style="background: yellow; font-family: Cambria,serif;">decolonisation ____<span style="background: yellow; font-family: Cambria,serif;"> means ridding ourselves of __<span style="font-family: Cambria,serif; font-size: 8pt; line-height: 107%;"> the super-states of Canada and __<span style="background: yellow; font-family: Cambria,serif;">the United States __<span style="font-family: Cambria,serif; font-size: 8pt; line-height: 107%;">. They only serve an elite few while maintaining a liberal system of economic and social apartheid.