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BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74

Freire Pedagogy of the Oppressed Framework Arguments Index 1/2Freire Pedagogy of the Oppressed Framework Arguments Index..................................................................................1Class Analysis Insufficient for Liberation......................................................................................................................3Freirian Dialogue Key to Liberation...............................................................................................................................4Debate Education is not Neutral.....................................................................................................................................5Lens of the Oppressed Sees Reality................................................................................................................................6Liberation is a Moral Imperative....................................................................................................................................7Liberation must ovecome internalized oppression.........................................................................................................8Consciousness Change must come first..........................................................................................................................9Consciousness Change Leads to Mobilization against Oppression..............................................................................10Education Fails without Consciousness Change...........................................................................................................11Transformation is Possible in spite of obstacles...........................................................................................................12Recognition of the Oppressed Other Key to Breaking the Cycle.................................................................................13

Praxis in Debate Education Key to Liberation.............................................................................................................14Oppression does not yield to objectified argument.......................................................................................................15Formerly Oppressed Persons Assume White Privilege................................................................................................16Desire to Control Drives Oppressors............................................................................................................................17Educated Deference to Power Disintegrates Organic Intellect.....................................................................................18Activism Cannot Replace Dialogue for Revolutionary Change...................................................................................19Oppressed People Must Recognize their Subject Positions..........................................................................................20This Debate Round is the Key Pedagogical Tool for Liberation..................................................................................21Resolutional Debate Frustrates Consciousness Change...............................................................................................22Resolutional Debate Objectifies Debaters....................................................................................................................23Debate Must be Integrated with the Realities of Oppression.......................................................................................24Any Form of Banking Education Must Be Rejected....................................................................................................25Banking Education must be rejected.............................................................................................................................26Education Must Begin from the Situatedness of the Oppressed...................................................................................27This is praxis!................................................................................................................................................................28Dialogue is freakin’ awesome!.....................................................................................................................................29Passive Education is Oppressive...................................................................................................................................30Fiat is Bad Debate.........................................................................................................................................................31Thematic Alternative to Resolutional Debate...............................................................................................................32Resolution Presents a Limit Situation...........................................................................................................................33Personal History Allows Thematic Evaluation.............................................................................................................34Resolutional Limit Situations are Oppressive...............................................................................................................35Histories and realities of people break free of limit situations.....................................................................................36Limit Situations Silence People....................................................................................................................................37Debate Impacts are Constructed by Debaters...............................................................................................................38Imposed Objectivity is Deadly; Choose Life!..............................................................................................................39Thematic Investigations are Educational......................................................................................................................40Imagining the Impossible Key to Breaking Down Limit Situations.............................................................................41Decoded Impossibilities Become Plausible Action......................................................................................................42

Revolutionary Praxis Builds Movements.....................................................................................................................43Subjective Transformation Key to Movements............................................................................................................44Both Judges and Debaters Need Revolutionary Consciousness...................................................................................45Judge’s Role is to Fight with the Oppressed.................................................................................................................46Objective Analysis of the Oppressed Spurs Countermovements.................................................................................47Antidialogical Action Spurs Conquest and Oppression................................................................................................48Oppression Creates Passive Relationships to Reality...................................................................................................49Focusing on Specific Topic Issues Ignores the Totality...............................................................................................50Movement Toward Unity of Oppressed Peoples Leads to Change..............................................................................51

Conventional Debate Practices Makes Debaters Passive.............................................................................................52“Voting Issue” Claims Inhibit Dialogue and Liberative Thinking...............................................................................53


Freire Pedagogy of the Oppressed Framework Arguments Index 2/2Cultural Group Invasion is Violent and Antidialogical................................................................................................54Cultural Group Invasion Internalizes Inferiority in the Oppresed................................................................................55Cultural Revolution Requires Society-Wide Changes..................................................................................................56Historical Developments Underlie Cultural Revolution...............................................................................................57Opponents’ Strategy is Cultural Invasion.....................................................................................................................58AT: Dialogue Perm......................................................................................................................................................60We Must Choose Our Liberatory Praxis.......................................................................................................................61Our Praxis is Most Consistent with the Movement......................................................................................................62Cultural Domination of the Oppressed Subverts Realities...........................................................................................63Opposing Strategies are Manipulative..........................................................................................................................64Personal Experience is the Frame for Historical Analysis............................................................................................65Witnessing and Organizing is Social............................................................................................................................66Authority Must Yield to Freedom.................................................................................................................................67Cultural Action Aims at Liberation..............................................................................................................................68Antidialogical Cultural Action Necessitates Domination.............................................................................................69Cultural Invasion Destroys the Agency of the Oppressed............................................................................................70Cultural Synthesis and Liberation Must Start With Our Decisions..............................................................................71Praxis is the Theory that Informs LIberation................................................................................................................72White Supremacy is the Cause of Modern War and Eco-Crisis...................................................................................73White Supremacy Leads to Extinction.........................................................................................................................74


Class Analysis Insufficient for Liberation

Classism is only one aspect of the struggle for liberation. We cannot ignore the historical or human factors that exist

Macedo in 1968Donaldo. Distinguished Professor of Liberal Arts at the University of Massachusetts, Boston. “Pedagogy of the Oppressed” Pg 13-14. 1968


Freirian Dialogue Key to Liberation

The engagement in the Freirian notion of dialogue is essential to realize libratory pedagogy

Macedo in 1968Donaldo. Distinguished Professor of Liberal Arts at the University of Massachusetts, Boston. “Pedagogy of the Oppressed” Pg 17-18. 1968


Debate Education is not Neutral

There is no such thing as neutral education- the notion of fairness should not exist in debate rounds

Shaull in 1968Richard. Professor of Ecumenics at Princeton Theological Seminary, “Pedagogy of the Oppressed” Pg 34. 1968


Lens of the Oppressed Sees Reality

The true reality can be perceived as one joins in the liberation process and examines issues through the lenses of the oppressed

Freire in 1968Paulo. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 39. 1968

“Dehumanization” is a skewed reality that is created by those who have stolen the humanity. It causes the oppressed to become the oppressors

Freire in 1968 Paulo. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 44


Liberation is a Moral Imperative

It is a moral imperative for the oppressed to free themselves from the unjust social order

Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 44


Liberation must ovecome internalized oppression

The liberation process needs to address the internalization of the oppressor by the oppressed in order to be successful.



Consciousness Change must come first

The oppressed consciousnesses is the first step to ejecting the oppressor in their transformation of the humanity



Consciousness Change Leads to Mobilization against Oppression

Mobilization follows the discovery of self-consciousness and the ejection of the oppressor

Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 46- 47


Education Fails without Consciousness Change

Education needs to account for the duality nature of oppression

Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 46- 47


Transformation is Possible in spite of obstacles

Stop being pessimistic- we can transform this oppression!



Recognition of the Oppressed Other Key to Breaking the Cycle

Until you understand the humanity of those whom you oppressed, you will continue the cycle

Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 47-48


Praxis in Debate Education Key to Liberation

We have to engage in a praxical mode of education to break down the dichotomies that domesticates us


When we integrate our realities into our educational process, we are able to break down the dialectic between a teacher and student thus establishing our praxis



Oppression does not yield to objectified argument

We have to acknowledge the subjectivity of oppression and deny the imposition of objectivity- we don’t exist in a static world!



Formerly Oppressed Persons Assume White Privilege

The ‘oppression’ of the former oppressed comes from the skewed perception of their privilege at the expense of others



Desire to Control Drives Oppressors

The need to possess drives the oppressors to control, from the being to the humanity, of the oppressed



Educated Deference to Power Disintegrates Organic Intellect

The deference of power to those who are privilege in their education process prevents the oppressed from integrating their organic intellect



Activism Cannot Replace Dialogue for Revolutionary Change

It is imperative that the oppressed do not engage in mere activism- the reflective dialogue interdependent from the oppressed will be the first step to the revolution



Oppressed People Must Recognize their Subject Positions

The oppressed must realize that they are the subject of the struggle for their liberation, not the object



This Debate Round is the Key Pedagogical Tool for Liberation

This debate round is the pedagogical tool that is key to liberation

Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg


Resolutional Debate Frustrates Consciousness Change

The resolution serves to domesticate the minds of debaters by not considering realities and histories

Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg74-75


Resolutional Debate Objectifies Debaters

The resolution causes us to be spectators of the realities of the topic and those around us, dooming us to being objects of our educational process



Debate Must be Integrated with the Realities of Oppression

Unless we authenticate our education process in this activity through integrating realities, we will be oppressed

Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg77


Any Form of Banking Education Must Be Rejected

In order to participate in liberation from our social locations as debaters, we have to reject any form of banking education



Banking Education must be rejected

Banking education domesticates and dehumanizes



Education Must Begin from the Situatedness of the Oppressed

By allowing for people to include their human vocation, we allow for their humanity and subjectivity to be included



This is praxis!



Dialogue is freakin’ awesome!


Your pessimism sucks! Get some hope dude.



Passive Education is Oppressive

Education toward the salvation and domestication of the students invades cultures and oppresses

Freire, 68Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 95


Fiat is Bad Debate

Fiat is bad- it encourages discourse separate from the realities of people and introduces jargon irrelevant to the education of students



Thematic Alternative to Resolutional Debate

The topic is a theme, but the resolution serves to domesticate



Resolution Presents a Limit Situation

The resolution presents a limit situation to which we can evaluate our consciousness

Freire, 68Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 99-100


Personal History Allows Thematic Evaluation

We do not exist in a static world. The historical experiences that we have contribute to the thematic universe of how we evaluate the world



Resolutional Limit Situations are Oppressive

Limit situations are applied to maintain the status quo oppression



Histories and realities of people break free of limit situations

We have to look at the histories and the realities of the people in order to break free of limit situations



Limit Situations Silence People

The limit situations that are put forth causes the inability to self-determine, thus silenced



Debate Impacts are Constructed by Debaters

Hello! If you want to argue nuclear war, you are creating it!



Imposed Objectivity is Deadly; Choose Life!

Imposed objectivity equals deathFreire, 68Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 108

We must act upon our existence within our realities



Thematic Investigations are Educational

Of course we are flippin’ educational! More than you anyway…

Freire, 68Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg109


Imagining the Impossible Key to Breaking Down Limit Situations

We have to think outside the box and imagine the impossible- this is the key to breaking down limit situations



Decoded Impossibilities Become Plausible Action

In the process of decoding the reality, the exploration of the ‘impossible’ turns it into plausible action



Revolutionary Praxis Builds Movements

Revolutionary praxis allows for the people to integrate themselves into the movement rather than following the blind propagandas



Subjective Transformation Key to Movements

We need to participate in the movement through being the subject of the transformation of our reality!



Both Judges and Debaters Need Revolutionary Consciousness

The transformation happens when both leaders and people are subjects of the process



Judge’s Role is to Fight with the Oppressed

The elites must join the oppressed, understanding that they do not ‘grant’ them their liberation but fights together with them



Objective Analysis of the Oppressed Spurs Countermovements

We cannot regard the oppressed as objects of analysis- this creates dichotomies that deters dialogue, creating myths that serve counter-effective to the movement



Antidialogical Action Spurs Conquest and Oppression

The paternalistic nature of conquest is necrophilic


Antidialogical agendas are made to further oppression and culturally conquer the oppressed



Oppression Creates Passive Relationships to Reality

The oppressor turns the oppressed into the spectator of realities, turning them into the objects of the education process



Focusing on Specific Topic Issues Ignores the Totality

Focalized studies suck- it ignores the totality of the issue and its implicated realities!



Movement Toward Unity of Oppressed Peoples Leads to Change

The division that the oppressors put on the oppressed deprives them the ability to self-determine and materializes into domination and manipulation



Conventional Debate Practices Makes Debaters Passive

The debate community has prescribed practices that resembles dialogue that in actuality are means to manipulate thinking and actions of debaters, turning them spectators to the topic



“Voting Issue” Claims Inhibit Dialogue and Liberative Thinking

Your voter is a way to stop us from thinking about liberation and dialogue!



Cultural Group Invasion is Violent and Antidialogical

Cultural invasion is violence and antidialogical, a deterrence to self-determination


Cultural invasion is a form of domination and leads to the inauthentic reality of those invaded



Cultural Group Invasion Internalizes Inferiority in the Oppresed

The inferior complex of the invaded allows for the success of cultural invasion since it encourages the internalization of the invaders



Cultural Revolution Requires Society-Wide Changes

Cultural revolution calls for the change in the social fabric of the entire society

Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg158-159


Historical Developments Underlie Cultural Revolution

We have to constantly look at the historical development of the society through the cultural revolution



Opponents’ Strategy is Cultural Invasion

And this is how you qualify as cultural invasion and not transformation



Self determination is key to unprescribing the notions of the oppressed



AT: Dialogue Perm

Perm will not solve- you are a function of the oppressive powers, not through it.

Freire, 68Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 165-166

It doesn’t matter that you fundamentally agree with us, your procedures turn back your objectives



We Must Choose Our Liberatory Praxis

As the subject of the activity, we have to act with the appropriate vocation in naming the realities of the activity to break down the dialectics in the status quo


Please don’t name our world. We have to do it for ourselves



Our Praxis is Most Consistent with the Movement

We solve best- we are the communion with the people. Your specialized ‘game’ separates you from the movement


Impact= death of the being and soul in this invisible war forged against the oppressed



Cultural Domination of the Oppressed Subverts Realities

The cultural domination and division of the oppressed allows for the subversion of their realities


We have to confront the myths that have deterred cultural action to self-determine. This is the only way to solve



Opposing Strategies are Manipulative

You manipulate us! We are merely organizing against this domination and conquest



Personal Experience is the Frame for Historical Analysis

We have to evaluate the historical contexts in our own realities in order to break free from the cycles of dominative mystification.



Witnessing and Organizing is Social

The notion of witnessing cannot happen in a static (we call fiat)


Organizing needs to happen with the people, otherwise it constitutes depersonalization


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Authority Must Yield to Freedom

Authentic authority requires the delegation of power derived from freedom aimed at transforming reality that dominates the oppressed



Cultural Action Aims at Liberation

Cultural action is aimed at the liberation of the people



Antidialogical Cultural Action Necessitates Domination

Antidialogical cultural action is BAD…



Cultural Invasion Destroys the Agency of the Oppressed

The invasion begins with making the oppressed the spectators of their culture and the oppressors the actors



Cultural Synthesis and Liberation Must Start With Our Decisions

We have to create our own paths of liberation and self determine our course of cultural synthesis



Praxis is the Theory that Informs LIberation

Praxis is the theory of action for the oppressed to liberation



White Supremacy is the Cause of Modern War and Eco-Crisis

The silence of how white supremacy functions in the kritik perpetuates how it is an invisible unnamed system that has made the modern world what it is today.

Charles Mills, a professor of philosophy at the University of Illinois writes in his book the Racial Contract in 1997 p.1

White supremacy is the unnamed political system that has made the modern world what it is today. You will not find this term in introductory, or even advanced, texts in political theory. A standard undergraduate philosophy will start off with Plato and Aristotle, perhaps say something about Augustine, Aquinas, and Machiavelli, move on to Hobbes, Locke, Mill, and Marx, and then wind up with Rawls and Nozick. It will introduce you to notions of aristocracy, democracy, absolutism, liberalism, representative democracy, socialism, welfare capitalism, and libertarianism. But though it covers more than two thousand years of western political thought and runs the ostensible gamut of political systems, there will be no mention of the basic political system that has shaped the world for the past several hundred years. And this omission is not accidental. Rather, it reflects the fact that standard textbooks and courses have for the most part been written and designed by whites, who take their racial privilege so much for granted that they do not even see it as political, as a form of domination. Ironically, the most important political system of recent global history—the system of domination by which white people have historically ruled over and, in certain important ways, continue to rule over nonwhite people-is not seen as a political system at all. It is jus taken for granted, it is the background against which other systems, which we are to see as political, are highlighted.

White supremacy is at the root of war and eco-crisis.This is Tim Wise in 2006(Tim, over 15 book publications, 400+ radio/TV appearances, in the line where you tell people who I am, that I was a twelve-time qualifier for TOCs in high school, on one of the top ten high school teams in the nation from 1985-1986, and ultimately quit debate because of its abstract way of looking at real world issues, immediately after reaching the CEDA finals at the University of Alabama in 1988."Paleness as Pathology: The Future of Racism & Antiracism in America," LIP Magazine, Summer 06)

It is the American form of white supremacy, still, as with its predecessor rooted in the dichotomization of peoples into good/bad, responsible/irresponsible, which leads a nation such as the U.S. to believe itself entitled to the resources of the earth, be they oil reserves beneath the sands of Iraq, or coal deposits in a West Virginia mountainside. That entitlement mentality precedes the drive for profit, and helps to place it in its proper context. That same mentality then contributes to the world's ecological predicament, including global climate change, soil and wetland erosion, polluted drinking water and air, and the related health effects of all these.


White Supremacy Leads to Extinction

White supremacy blinds us to disaster war will be inevitable under a system of white supremacy

Wise, noted antiracist activist and former policy debater, in 2006(Tim, over 15 book publications, 400+ radio/TV appearances, in the line where you tell people who I am, that I was a twelve-time qualifier for TOCs in high school, on one of the top ten high school teams in the nation from 1985-1986, and ultimately quit debate because of its abstract way of looking at real world issues, immediately after reaching the CEDA finals at the University of Alabama in 1988."Paleness as Pathology: The Future of Racism & Antiracism in America," LIP Magazine, Summer 06)

"White supremacy, American-style -- which has become the dominant form on the planet today -- is what leads U.S. policy elites not only to believe an invasion of Iraq on false pretenses is justified, but also to assume it will be a smashing success. The hubris and self-congratulatory narcissism that predicted Americans would be met in the streets by Iraqis throwing flowers to the troops -- and which now cannot seem to fathom how badly things are going for the American empire -- stems from the mindset of racial and cultural supremacy that simply fails to see oneself through the eyes of others. After all, privilege and domination has allowed that same culture to never really care, or need to care, what others think. The result of such willed ignorance, is, sadly, now proving to be disastrous."

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