Free Speech Zones Aff
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- No link – the university already exists and the aff does nothing to expand it – making reforms
- Perm do both – challenging academia as an institution while reforming it is necessary to create change
- Alt fails and cant solve the case – [explain]
- Protests in the university space reclaim the university and create radical methods that challenge [capitalism]
UNIVERSITY CRITIQUESA2 University K – TLCase outweighs – thousands of black lives suffer from the violence of police brutality daily and millions lack access to clean water – ask yourself: what does their vague alt do about that? Don't sacrifice the lives of the poor for their nonsense idealNo link – the university already exists and the aff does nothing to expand it – making reformsTurn – Williams identifies that the root cause of problematic ideology in academia is neolib – the aff brings standardized testing, market glorification, and teacher competition into questionPerm do both – challenging academia as an institution while reforming it is necessary to create changeAff is a prerequisite to the alt – subverting the university requires freedom of thought first and the ability to protest against the administration – in the world of speech zones, the alt would immediately be shut down by adminsAlt fails and can't solve the case – [explain]A2 University K – Protest GoodProtests are key to combat oppression. Chile proves student movements against neolib can deconstruct the capitalist university – that's Williams. Gamble says protests are key for black liberation when traditional channels like voting fail.Protests in the university space reclaim the university and create radical methods that challenge [capitalism]Noterman and Pusey 12 [Elsa Noterman and Andre Pusey, Program Associate at the Community Strategies Group of the Aspen Insitute and PhD candidate in the School of Geography @ ULeeds , “Inside, Outside, and on the Edge of the Academy: Experiments in Radical Pedagogies”, Anarchist Pedagogies: Collective Actions, Theories, and Critical Reflections on Education, ed. By Robert Haworth, CS] How Do We Build the Really Open University? So, how do we build this new kind of open and ephemeral institution? We think it is important to open up spaces in which we can both experiment with, and critically reflect upon, radical pedagogical practices. The crisis of the university is a crisis that throws up new openings and possibilities for what a university could be. These spaces can work toward pushing the boundaries of the academy by concretely asking, “what can a university do?” in praxis. We need to engage in a discussion about how we can go forward as critical radical researchers inside, outside and on the periphery of the academy. Is there any place for us within the institution as it is? Or as Stefano Harney and Fred Moten (2004) suggest, is the “only possible with the relationship to the university today . . . a criminal one”? This opens up the question/possibility of what Virno terms “exodus,” but which might also be described as “desertion.” This is not a territorial exodus, or a fleeing from, but rather a desertion of one’s assigned role, in this case of the “critical” yet docile body (Foucault, 2004) of the academic. As Harney and Moten (2004) put it, “to be in but not of is the path of the subversive intellectual in the modern university.” In part, the Really Open University is an experiment in just this. The creation of spaces in which we can begin to interrogate the role of the university and of the academic, not just as theoretical exercise, but within an implicitly antagonistic, yet not wholly reactive, space of political engagement. This is a messy space that avoids any pure politics, or identitarian overcoding, neither overtly anarchist, nor Marxist, nor simply an “anticuts” group, yet neither a purely utopian reimagining. This is necessarily a “cramped space,” of (im)possibility, as Deleuze (2005) states, “creation takes place in bottlenecks.” Many elements of the education struggle will ultimately want to close down the categories again, in order to give more weight to their ideological underpinnings, trying to make the moment fit their politics, rather than seizing the moment in all its wealth of potentiality. The ROU views ‘crisis as possibility’ arguing that it is “up to us to decide [the universities] future.”17 But through what concrete actions might we actually develop a “really open university”? One way to begin may be through the occupation of the spaces where we work, play and consume, and the reappropriation of this time and space for our own (common) ends. This may help to promote new lines of questioning and open up new connectivities. One way to discuss this occupation and reappropriation, might be the literal forced reclamation of space, though direct action. This has, of course, been a tried and tested method across history, and we have seen the tactic of occupation has begun to some extent become popular again, with the recent occupations at universities across the UK, but to a much larger extent across Europe and the United States. We think there is an interesting dynamic, however, between defensive and offensive uses of occupation. We do not wish to set up a binary, but rather are interested in the qualitative shifts and activities that can occur within the occupied space itself, rather than simply the obstructive element of occupation. This problematic has been explored in the U.S. occupations movement through the often heated debate about the utility of political demands, versus occupation without demands. For example, “Occupation mandates the inversion of the standard dimensions of space. Space in an occupation is not merely the container of our bodies, it is a plane of potentiality that has been frozen by the logic of the commodity” (Inoperative Committee, 2009). Another way to discuss the occupation and reappropriation of time and space might be through the creation of new spaces that prefigure the new forms we may wish a reimagined university to take. A concrete example of this is the model of the autonomous social center, or “infoshop,” found within anarchist and autonomous activist practices (Atton, 1999). Social centers are place-based, self-managed spaces. They can be squatted, rented or cooperatively owned (Pusey, 2010). A particularly rich history of social centers can be found in Italy, but they exist all across Europe. In the United States the closest approximation to the autonomous social centers seems to be the network of radical bookstores and “infoshops” such as Red Emma’s in Baltimore and Bluestockings in New York City (Kanuga, 2010). Some academics at the University of Lincoln are attempting to develop a cooperatively run “social science center” that utilizes a social center type autonomous space, where they can practice radical pedagogical methods (Winn, 2010). The idea is that students will be able to enroll for free and staff will still be paid. We can imagine, based on our experiences and research within social centers in the UK, that this would be controversial within anarchist circles, both for its relationship with the institution of the university, and also because of its payment of academic staff. Payment for some roles performed within some spaces has been a source of much debate and contention within social centers within the UK (Chatterton, 2008). These spaces generally rely on the good will and free time of volunteers. However, many spaces cite burnout and lack of participation as major issues within social centers (UK Social Centres Network, 2008). The “dole autonomy” (Aufheben, 1999), which helped facilitate earlier cycles of struggle, has been very much weakened with successive government attacks on the welfare state, and students increasingly forced to take employment while studying means that there are far fewer people around with the “free time” to help enable projects such as these. It is, perhaps, through the establishment of self-organized alternative educational practices, and open and ephemeral institutions that we can start to value ideas for their own merit, rather than capitalist value—to create spaces and places where we can discard the price tags of commodified knowledge and instrumental learning, and instead appreciate the value of ideas and concepts themselves, while rediscovering the subversiveness of teaching. Directory: file -> view view -> Western Europe after wwii view -> Author study: paul fleischman view -> Qpa1 7ela study Guide view -> Arctic Oil/Gas Neg view -> November 1970 Approximately 150,000-500,000 deaths Bhola Cyclone Bangladesh view -> Grade Level: 6 Unit of Study: Caribbean glce view -> Citation: Duffield, Katy view -> Table of Contents Lesson # view -> Chinese Wind Energy Disad Download 1.19 Mb. Share with your friends:
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