Chicago Debate League 2013/14 Core Files
AC: Critical Immigration Affirmative 174
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1AC: Critical Immigration Affirmative 1743) The discursive frames we use to discuss policies are more important than the policies themselves. The current dominant political discussions frame immigration as a “problem” in need of reform, which always casts the immigrants themselves as the criminals. Before any progress can be made at the policy level, we need to change the way we discuss immigration. HUBER, 10 [Lindsay; Assistant Professor in Social and Cultural Analysis of Education (SCAE) in the College of Education at California State University – Long Beach; “Suenos Indocumentados: Using LatCrit to Explore the Testimonios of Undocumented and U.S. born Chicana College Students on Discourses of Racist Nativism in Education," Dissertation at UCLA available via ProQuest; UMI Number: 3405577] Supporting and passing the federal DREAM Act, although critical, would only benefit a segment of the undocumented immigrant population in the U.S. The DREAM Act should be part of a larger discussion about how we can move towards comprehensive immigration reform that would provide the millions of undocumented immigrants working, living and raising families in the U.S. a path to citizenship. Unfortunately, these discussions are not currently happening in political discourse. George Lakoff and Sam Ferguson (2006) explain how language has been strategically used to frame the immigration debate, constructing "illegal" immigrants as criminal and deviant, thus justifying efforts to exclude them from U.S. society. They argue that any progressive agenda in the immigration debate cannot move forward with these frames in place. Lakoff (2006) explains how human beings create "mental structures" that allow us to understand reality and our perceptions of reality. He calls these mental structures "frames" which can be used to construct particular meanings about issues. He explains, Frames facilitate our most basic interactions with the world - they structure our ideas and concepts, they shape the way we reason, and they even impact how we perceive and how we act. For the most part, our use of frames is unconscious and automatic - we use them without realizing it (p. 25). Building on the work of sociologist Erving Goffman (1974), Lakoff describes how a range of frames can help shape our interactions and the larger social institutions which structure our society. He argues that use of frames happens unconsciously. We use frames even when we are unaware of it, and they become normalized through repetition. When frames are normalized, they define our common sense. Lakoff applies the concept of framing to understanding the ways conservative political views have come to dominate politics in the U.S. Specifically, Lakoff and Ferguson (2006) outline how framing has been used in dominant immigration discourse to define the current immigration debate around "immigration reform." Lakoff explains that this is an "issue-defining frame" where the word "reform" suggests there is a problem, which in this case is immigration. Framing the problem in this way, "immigration reform" is needed to find a solution to the "immigration problem," placing blame for the problem on the backs of immigrants who have crossed the border "illegally" and on the governmental agencies that have failed to secure the U.S. border (Jonas, 2005; Lakoff & Ferguson, 2006). Framing the immigration debate in this way provides a narrow range of solutions which only attempt to alleviate the problems this frame defines- solutions regarding immigrants themselves and governmental agencies. Thus, recent "immigration reform" has targeted immigrants, citizenship laws, and border security (Lakoff and Ferguson, 2006). 1AC: Critical Immigration Affirmative 1754) Including personal narratives and testimonio in our struggle is necessary to challenge social oppression by giving voice to those who have lived experiences, moving everyone toward social justice. HUBER, 10 [Lindsay; Assistant Professor in Social and Cultural Analysis of Education (SCAE) in the College of Education at California State University – Long Beach; “Suenos Indocumentados: Using LatCrit to Explore the Testimonios of Undocumented and U.S. born Chicana College Students on Discourses of Racist Nativism in Education," Dissertation at UCLA available via ProQuest; UMI Number: 3405577] Daniel Solorzano (2009), a leading CRT scholar in the field of education, suggests that critical race researchers should always be looking for strategies that can inform CRT research, pedagogy and practice. In researching the ways testimonio has been used by scholars across time and disciplines, I saw clear areas of overlap between the elements that constitute a LatCrit framework and those of testimonio. Specifically, I saw five areas of alignment as provided below. 1) Revealing injustices caused by oppression: Testimonio describes the injustices People of Color face as a result of oppression. A LatCrit lens helps expose the structural conditions which cause oppression in Latina/o communities. 2) Challenging dominant Eurocentric ideologies: Implicit in the use of testimonio and a LatCrit framework is a direct challenge to the apartheid of knowledge that exists in academia. 3) Validating experiential knowledge: Similar to this tenant of LatCrit, the process of testimonio builds from the lived experiences of People of Color to document and theorize oppression. 4) Acknowledging the power of human collectivity: Testimonio and LatCrit acknowledge the emancipatory elements of revealing oppression through lived experiences, which are rooted in the histories and memories of a larger community. 5) Commitment to racial and social justice: Revealing oppression moves People of Color towards dismantling and transforming oppressive conditions to end injustice. Acknowledging these congruencies, we can see how testimonio can serve as an important strategy to conduct LatCrit research, guided by an anti-racist and social justice agenda. Testimonio would add to existing critical race methodological tools such as critical race counterstories (Solorzano & Yosso, 2002; Yosso, 2006), critical race spatial analysis (Velez and Solorzano, 2007) and critical race ethnography (Duncan, 2007). 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