Give Back the Land K (2)

8/18/2019 Give Back the Land K (2)

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GIVE THE LAND BACK KRITIK

GIVE THE LAND BACK KRITIK.................................................................................................1

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LINK: ASSISTANCE....................................................................................................................7

LINK: HUMAN RIGHTS............................................................................................................... 8

LINK: LAW.............................................................................................................................. 9

LINK: INTERNATIONAL LAW...................................................................................................... 10

IMPACT: ENVIRONMENT........................................................................................................... 11



IMPACT: STATE KEY TO CAPITALISM............................................................................................ 14

A2: PERM............................................................................................................................. 15

A2: REALISM......................................................................................................................... 16

A2: EXTINCTION.....................................................................................................................17

A2: CAP GOOD...................................................................................................................... 18

A2: IDENTITY/LAND K ..............................................................................................................19

A2: IDENTITY/LAND K ..............................................................................................................20

A2: CHURCHILL INDICTS.......................................................................................................... 21

A2: CHURCHILL INDICTS.......................................................................................................... 22

***KRITIKS GOOD***............................................................................................................23

2AC – DEBATE CAN BE USED OR !OVE!ENTS......................................................................24

KNO"LEDGE IS SUB#ECTIVE.................................................................................................25

LI!ITS BAD.........................................................................................................................26

LI!ITS BAD.........................................................................................................................27

A2$ LI!ITS INEVITABLE........................................................................................................28

A2$ %&OU LEAD TO I!'LICIT LI!ITS(....................................................................................29

'OLIC& !AKING BAD...........................................................................................................30

A2$ %'OLIC&)ONL& OCUS GOOD(......................................................................................... 31

A2$ %'OLIC&)ONL& OCUS GOOD(......................................................................................... 32

A2$ %"E LEAD TO 'OLIC& CHANGE(.....................................................................................33

AT$ %DO IT ON THE ANEG(...............................................................................................34

FRAMEWORK = EXCLUSION AND THAT'S BAD (1)........................................................................... 35



GROUND.............................................................................................................................. 38

LIMITS................................................................................................................................. 39

EDUCATION (1)...................................................................................................................... 40


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EDUCATION (2)...................................................................................................................... 41

RULES BAD (1).......................................................................................................................42

RULES BAD (2).......................................................................................................................43


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2AC – Deb!e C" Be U#e$ F%& M%ee"!#

Deb!e # *+,e -%& !.e %,e %- !.e %**&e##e$ – !.# # !.e /e0 &e" -%& %& %ee"!Warner and Bruschke 3 (Ede, University of Loiusville, John, CSU Fullerton, “GONE ON DEBA!NG"# CO$%E!!&E ACADE$!C DEBAE

AS A OOL OF E$%O'E$EN FO UBAN A$E!CA)JFS

These arguments are theoretical; they cannot speak as powerfully as the voices of those who have experienced both the oppression of an education system failing from the “unique synergy between lack of funding andanachronistic pedagogical practices.” Ed Lee, who now holds a Master’s degree and works for an Uran !eate League in "an #rancisco,recounts his e$%erience as an uran deater& Educated in the %ulic school s'stem of inner(cit' )tlanta, my high school experience was

tragically similar to the one depicted above. My savior, like man' others, was the )tlanta Urban Debate League. Itprovided the opportunity to uestion the nefarious rites of passage !prison, drugs, and drinking" thatseem to be uniquel' debilitating to individuals in the poor urban communities. In enclaves of poverty,there is also an undercurrent of nihilism and negativity that eats away at the soul of the community. )dults are ho%eless. #hildren follow their lead and become hopeless. $he solution is to offer %eo%le a choice e'ond minimum wage or %rison. Uran Debate Leagues %ro*ide that. Debating delivers a galaxy of alternatives and opportunity forthose who are only offered ho%elessness and were unnecessary elements of our culture that existed becausedthey +%redominantl' go unuestioned. %uestioning the very nature of our existence is at the heart of thedebate process. - am left wondering what would occur if deate ecame as com%ulsor' in inner(cit' educational culture as footall and asketall Imagine graduating from high school each year millions of underprivileged teenagers withthe ability to articulate their needs, the needs of others, and the ability to offer solutions. - am con*incedthat someone would be forced to listen. Urban debate Leagues offers a pedagogical tool thatsimultaneously opens the mind to alternatives and empowers students to take control of their lives.

/alf of the time, students are disseminating information and forming arguments about complex %hiloso%hical and politicalissues. -n the other half, the' answer the arguments of others. "elf(refle$i*it' is an inherent %art of the acti*it'. !eating gi*es students theailit' to articulate the %artialit' of all critical assessments. #ontemporary educational techniues teach one side of theissue and universali&e it as the only 'truth.( Debate forces students to evaluate both sides, and determinetheir inde%endent conte$tuali0ed truth. )dditionall', unlike the current pedagogy, debate allows everything to beuestioned)$he ability to uestion sub*ectivities presented as the ob*ective truth makes debateuniuely empowering for individuals disenfranchised by the current system. It teaches students tointerrogate their own institutionali&ed neglect and the systemic unhindered oppression of others. It isone of the few venues we are able to uestion authority. +%%. 12(3 +iven the possibilities an urban debateprogram presents, it is worth examining the practical possibilities for a revitali&ation of urban debate. 4ne thing is clear& Urban debate is underutili&ed at present. Many urban debate programs died in the late si$tiesand earl' se*enties as the result of massive budget cuts . )s ta$ re*enues diminished in educational coffers, deate %rograms, alwa'streated as 5ust one of the “e$tracurricular” acti*ities, got lost in efforts to sto% the institutional leeding ' “doing more with less.” 6hile collegedeate is more *irant, as earl' as 7182 ma5or college deate organi0ations were acknowledging the lack of di*ersit' in intercollegiate forensics.

Little has changed o*er the %ast twent'(fi*e 'ears; minority participation remains exceptionally low at the two ma5or national%olic' deate tournaments, the 9ross E$amination !eate )ssociation cham%ionshi% and the :ational !eate Tournament +/ill, 7118; "te%%, 7118


28/46

K"%+e$e # Sb4e,!e

Knowledge production is based on a violent subjectivity

Chow 6 +e', )ndrew 6. Mellon


29/46

L!# B$

A -%,# %" +!# e"e"$e %+e"! *&,!,e# b0 #!%**" *&%$,!e $#,##%"#7

B+e/e& "$ Lee! : +oland, %rof of -nternational elations @ U of Aueensland, Brisane, and Martin,"enior esearch 4fficer with the Brisane -nstitute, Millennium: Journal of International Studies, C>+C, %.8CC(8C>DM

A #b+"+ %&e"!!%" is +ttentive to 4h+t is /u//lin. +lon. under the surf+-e1 !t # "$-+ %- .% -ons-ious !!e*!# !%

"$e!"$ ,%",e+ *ore th+n they reve+l, "$ uroseful efforts of ro.ressive -h+n.e *+y e"e"$e& %&e %+e",e !."!.e0 e&#e1 For these re+sons, Connolly e*h+sises th+t @ethi-+l +rtistry h+s +n ele*ent of n+vet +nd inno-en-e1 One is not 8uite sure4h+t one is doin.1 Su-h n+vet need not le+d us /+-9 to the ide+lis* of the ro*+nti- eriod1 @One should not /e n+ve +/out n+vet, Si*on

Crit-hley 4ould s+y12 +ther, !.e ,.++e"e %- ,."e # " e9*e&e"!1 I! # "%! +%,/e$ * " *&e$e!e&"e$,%",e*!%" %- .e&e %"e # %"7 I! "%+e# tent+tively e9*+%&" the +!# %- ones be" in the 4orld, !% #ee if$--e&e"! "!e&*&e!!%"# +re ossi/le, .% !.%#e "!e&*&e!!%"# .! *,! *%" !.e --e,!# be+% !.e +ee+%- ,%"#,%# !.%.!, +nd vi-e vers+1 T.# **&%,. e"!+# $&" *%" +!*+e +ee+# %- !."/" +nd /ein.,se+r-hin. -%& ,."e# in sensi/ilities !.! ,%+$ e %&e e.! !% "%& -ee+"# %& !% &e"!# !.! e&e*&e%#+0 "%&e$12 W%"$e& "ee$# !% be ! !.e .e&! %- #,. e9*e&e"!#5 " ,%"!&#! !% the &e#e"!e"! of+n intelle-t +n.ry !. its o4n +!!%"#1 he in.re d i e n t of %"$e& # "e,e##&0 !% $#&*! +nd susend the nor*+l re s s ures of returnin. to ,%"#,%# .b! "$ ,%"!&%+1 his e5lor+tion /eyond the -ons-ious i*lies the need for +n ethos of theorisin. +nd+-tin. th+t is 8uite diff e rent fro* the *ode dire-ted to4+rds the -o.nitive =ustifi-+tion of ide+s +nd -on-ets1 Stehen 'hite t+l9s +/out @-ir- u i

t s of refle-tion, +ffe-t +nd +r. u*ent+tion12 I$e# "$ *&",*+e# *&%$e " %&e"!!%" !% *&,!,e, !.e *+,!%"#%- !.! *&,!,e -ee$ b,/ "!% %& --e,!e %!+%%/, "$ *&%,e##e# %- &e"!!%" "!&%$,e %!.e& $e#

"$ --e,!#1 he shift, here, is fro* the @verti-+l se+r-h for found+tions in @s9yhoo9s +/ove or @found+tions /elo4, to + @horiont+l *ove*entinto the un9no4n1

We #! ",%&*%&!e +!e&"!e *e*e,!e# " %&$e& !% #!%* %+e",e7

B+e/e& 1 +oland, %rof of -nternational elations @ U of Aueensland, Brisane, Millennium: Journal of International Studies, C?+C, %. 271DM

H%*e -%& be!!e& %&+$ ++, indeed, &e" #+ - e *! +ll our e--%&!# "!% #e&,." -%& e!,"$e!"$" %- !.e "!e&"!%"+7 I##e# of .lo/+l 4+r +nd hird 'orld overty &e f+r !%% #e&%# +nd ur.ent !% be +e-!!% %"+0 %"e -%& %- ";&0, e#*e,++0 - !.# *ode of !.%.! #**&e##e# *%&!"! -,+!e# "$ -+# !% underst+nd +nd e"e the -ru-i+l ro/le* of &e*&e#e"!!%"1 We "ee$ !% e*+%0 !.e -++ &e#!e& %- ."*e&,e*!%" +nd intelli.en-e !% "$e!"$ the heno*en+ of %&+$ *%+!,# +nd to +ddress the dile**+s th+t e*+n+te fro* the*1One of the 9ey -h+llen.es, thus, -onsists of le.iti*isin. + .re+ter v+riety of +ro+-hes +nd insi.hts to 4orld oliti-s1 Ae#!.e!,# is +n

i*ort+nt +nd ne-ess+ry +ddition to our interret+tive reertoire1 !t .e+*# # "$e!"$ 4hy !.e ee&e",e5 e"" "$#"-,",e %- *%+!,+ ee"! -+n /e +re-i+ted only %",e e #,&!"#e !.e &e*&e#e"!!%"+ *&,!,e# !.!.e ,%"#!!!e$ !.e very "!&e %- !.# ee"!7


30/46

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L!# e9,+$e "$ &e " ""!e+0 #b4e,!e *&%,e## 88 Ob4e,!-0" &+e# %b+!e&!e# e",0

B+e/e& 3 +oland, %rof of -nternational elations @ U of Aueensland, Brisane, Contemporary PoliticalTheory, , %. C1(>?DM

A**&%,." !.e *%+!,+ 7 "$ /y e5tension $+e# %- e",0 &e;&e# !%+e&",e !%&$# &%# for*s ofinsi.ht +nd +ee+# %- "+0##, ee" - !.e0 ,%"!&$,! e,. %!.e&, :2)1 +9in. this +r.u*ent to he+rt is to re-o.nie th+t %"e ,""%! &e+0 %" %"e -%& %- &ee+" +%"e7

An +de8u+te underst+ndin. of ." e",0 ," be &e,.e$ %"+0 b0 %" b,/ "$ -%&!. be!ee" &%#"#.!#1 T.e *%"!, then, # not to end u 4ith + .r+nd synthesis, /ut !% /e %#! %! %- e,. #*e,-, -%& %-&ee+" (for +n e5lor+tion of this the*e, vi+ +n +n+lysis of K+nts Cr(%(# !" Jd#3#'%, see Deleue, HII>)1


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A2> L!# I"e!b+e

L"e .# " "-"!e "be& %- ,%"#!&,!%"# – !.e&e &e "% +!#Warsi no date +5illiani, linguistics author, 5ilaniwarsi.tri%od.comFlanguage.%dfD#"

L"e *&%$e# %**%&!"!e# !% #e"$ the e##e !.! .# "ee& bee" #e"! be-%&e +nd to underst+nd novel*ess+.es1 !t +lso su..ests th+t nu*/er of senten-es in +"e # +!+e##7 A"0 #*e/e& ," ,%"#!&,! #e"!e",e !.!

.# "ee& bee" ,%"#!&,!e$ be-%&e7 I! # !.# -e!&e %- +"e !.! # &e-e&&e$ !% # rodu-tivity or ,&e!!0%- +"e1

Language has no liits ! politics transcends to the personal level and becoes in"inite

#kadigbo $ +9hua, former )frican "enate


32/46

A2> % Le$ !% I*+,! L!#

D+%e # "!eb4e,!eKent et al $ +Michael L. Gent,


33/46

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@%+,0 /" -&e%&/ /e# ,%%$!0 %- %+e",e – e"#&e# !# ,%"!"",e – "$ #"e!.,+

M/ : (Josin+1, %h1D1 in hetori- +t the University of C+liforni+6Ber9eley, esonsi/le Co**uni-+tion, Ar.u*ent+tion !nstru-tion in the F+-e of Glo/+l %erils)

'eiselMs -riti8ue of Ger*+n edu-+tion rior to 4orld 4+r !! oints to +nother d+n.er of tr+dition+l +r.u*ent+tion instru-tion 1 Li9e the N+i

do-tors, #!$e"!# " !&$!%"+ &e"!!%" ,%e# &e !.! 6.% !% &e$,e +-e "$ !.e 0#!e&0 %- +-e!% b#!&,!%"10 'eisel ur.es edu-+tors to te+-h students 4h+t the N+i do-tors never le+rned th+t *e%*+e &e "%! b#!&,!%"#1'eisel ur.es edu-+tors to le+rn fro* the N+i e5erien-e !.e *%&!",e %- ."" !.e& ,.&e#5 %- !e,."#!$e"!# !% e +-e # #*e,+5 '!. !# %" #e,&e!#5 !# %" !&e#&e#, its o4n sour-es of +n.uish +nd 4ith so*e*e+sure of triu*h1M r+ined +s te-hno-r+ts !. *%e&-+ ##%&0 #/++# b! +!!+e "$e!"$" , students +rti-i+tin. intr+dition+l +r.u*ent+tion -ourses 4ould h+ve diffi-ulty either .r+sin. or +re-i+tin. the i*ort+n-e of 'eiselMs -riti8ue1 Si*il+rly, they 4ouldh+ve diffi-ulty .r+sin. or +re-i+tin. Christi+nMs fr+*e4or9 for +n ethi- of te-hnolo.y +n +ro+-h th+t re8uires +/ove +ll, oenness, trust +nd-+re1 he notion of -onvivi+lity 4ould /e +rti-ul+rly +lien to these tr+ined te-hno-r+ts1 r+dition+lly tr+ined de/+ters +re +lso li9ely to f+il to.r+s the -o*le5ity of issues1 r+ined to vie4 ro/le*s in /l+-9 +nd 4hite ter*s +nd -onditioned to turn to 0e5ertise0 for solutions, students,+nd tr+dition+l -ourses /e-o*e su/=e-t to ethi-+l /lindness1 As Benh+/i/ noted, M$or+l /lindness i*lies not ne-ess+rily +n evil or unrin-i+lederson, /ut one 4ho -+n not see the *or+l te5ture of the situ+tion -onfrontin. hi* or her1M hese tr+dition+l de/+ters, derived of true di+lo.i-en-ounter , f+il to develo Mthe -++-ity to reresentM to the*selves the M*ultili-ity of vie4oints, the v+riety of erse-tives, the l+yers of*e+nin., et-1 4hi-h -onstitute + situ+tionM1 hey +re thus in-lined to l+-9 Mthe 9ind of sensitivity to +rti-ul+rs, 4hi-h *ost +.ree is essenti+l for.ood +nd ersi-+-ious =ud.*ent1M En-our+.in. student to e*/r+-e the 4ill to -ontrol +nd to .+in *+stery, to +--et un-riti-+lly + soverei.nvie4 of o4er, +nd to *+int+in dist+n-e fro* their o4n +nd others Msitu+tedness,M the tr+dition+l +r.u*ent+tion -ourse rovides +n unli9ely site

for nurturin. .u+rdi+ns of our 4orldMs re-ious resour-es1 !t 4ould +e+r, in f+-t, th+t !.e &e"!!%" ,%e -%#!e& *&e,#e+0

!.e '&e##e "$ "*+!e "!e++e,! b&e$ b0 %$e&" #,e",e "$ $#,.&e$ "!% !.e $"#!&!%"%- !."#' ##%,!e$ !. %#! %- !.e %&+$'# ." $e *e&+# 1 And is therefore underst+nd+/le th+t fe*inist +ndothers -riti-s 4ould 4rite so h+rshly of tr+dition+l +r.u*ent+tion of de/+te1


34/46

A2> @%+,08O"+0 F%,# G%%$

T.e& +!!%" %- *%+!,# !% !.e #!!e $e"e# ,&e!!0 .,. e+"!e# !.e !."# !.! /e#+-e %&!. +" "$ *e&e&!# *%+!,#7

B+e/e& "$ Lee! : +oland, %rof of -nternational elations @ U of Aueensland, Brisane, and Martin,"enior esearch 4fficer with the Brisane -nstitute, Millennium: Journal of International Studies, C>+C, %.8C2(8C3DM

@&%%!" e#!.e!, e"ee"!# !. *%+!,# # "%! !% &e*+,e #%,+ #,e"!-, e";&e# or to su..est th+t +rtoffers + solution to +ll ro/le*s1 he oint, r+ther, is th+t the /e0 *%+!,+ ,.++e"e# %- %& !e, fro* terroris* to overty, &e -&!%% ,%*+e9 "%! !% e*+%0 !.e -++ &e#!e& %- ." "!e++e",e +nd -re+tivity !% $e+ !. !.e1 Ae#!.e!,e"ee"!# 4ith the su/li*e &e ,e"!&+ to this ende+vour1 But to re*+in v+lid, su-h en.+.e*ents *ust .o /eyond + *ere ro-ess of+estheti-isin. the oliti-+l1 Est+/lishin. so-iet+l *odels /+sed on /e+uty +nd h+r*ony h+s led to d+n.erous oliti-+l e5eri*ents1 'e need to

+-9no4led.e, +lon. 4ith Geor.e K+te/, th+t !.e e#!.e!, # $%""! -%&,e " ." +-e 1 But e "ee$ !% $% #% .+e&e,%"#" !.e *%!e"!++0 *&%b+e!, *&,!,e %- #e&,." -%& #!b+!0 $#! ,.%# "$ ,%"!"e",0!.&%. &e#%&! !% be!0 # !.e +!!e +e 1 !n his vie4, su-h @un+4+re +nd unr+tion+lied +estheti-is* is resonsi/le for +.re+t de+l of i**or+lity1P !n +tte*ts to tr+nsfor* the +*/iv+lent e5erien-e of the su/li*e into so*ethin. un+*/i.uously @/e+utiful, *or+l

li*its +re often i.nored1 !n -ontr+st to +estheti- @-r+vin.s, then, !.e ,.++e"e # !% ,+!!e " **&e,!%" %- #b+!0 "!.e ee&0$05 "$ !% use the +estheti- not to *+s9 our fe+rs of the un-ert+in, /ut to &e,%"#e !.e "$ #e&,. -%& 0# %-+" ,%-%&!b+0 !. !.e ,%"!"e"! $e"#%"# %- +-e7

T.e ,%",e*!%" %- *%+!,# $e%+e# !% -%& %- b#%+!e ,%"!&%+ !.! %e&+!# !.e &e+ %-!.e *%+!,+5 /" !&e &e*&e#e"!!%" *%##b+e %+e",e "e!b+e7

B+e/e& "$ Lee! : +oland, %rof of -nternational elations @ U of Aueensland, Brisane, and Martin,"enior esearch 4fficer with the Brisane -nstitute, Millennium: Journal of International Studies, C>+C, %.8C3DM

An +estheti- en.+.e*ent 4ith the su/li*e inevit+/ly -ont+ins +n ethi-+l -o*onent1 But the e!.,# e -"$ .e&e # very $--e&e"!-&% !.e !%!, "$ ,%$-e$ for* of e!.,# !.! *&e+# " *u-h of the theory +nd r+-ti-e of intern+tion+l *%+!,#1 hisis so /e-+use rev+ilin. **&%,.e# to s-hol+rshi +nd de-ision6*+9in. .e #!!e$ ,+e& *&e-e&e",e -%& !.e ,%"#,%#" !.e -e+$# %- *%+!,# "$ e!.,#, !% !.e *%"! %- *%#" %&$e& in +n +tte*t !% &e*&e## b+e",e1 T.ee!.,+ #"-,",e %- !.e e#!.e!, e"#e# -&% !.e e--%&! !% be "$-+ b%! !.e ".e&e"! %+e",e %-#,. -%&# %- &e*&e#e"!!%"1 I! "%+e# rel+5in. ressures +0# %&/" !% ,! !.e %&+$ $%" !% !.e #e"$ #.*e %- %& -e needs +nd desires1 $orton S-hool*+n, for inst+n-e, +r.ues th+t the +estheti- refers to + 9ind of oenness +nd

resonsiveness th+t -ontr+sts sh+rly 4ith those tenden-ies in the *odern 4orld to4+rds -ontrol +nd the reression of differen-e1 ?edistin.uishes @-%&+ &e#%"< 4hi-h -"$# .! # "/"%" "$ $-- e &e"! -&% !.%.! !% be " %b#!,+e !% !#e",*!%" -&% -e&


35/46

A2> @%+,08O"+0 F%,# G%%$

E9*"$" .! ,%"!# # *%+!,# # ,&!,+ !% #%+e e"&%"e"!+ ,&##7

M++%&0 +9haone, %rof of en*ironmental %hiloso%h' @ Jillano*a U,Khtt%&FFwww.en*ironmental%hiloso%h'.orgF-"EE-)E

&"e %- $--e&e",e# %- %*"%"# !% **e& 1 Addition+lly, r+ther th+n -on-entr+tin. on the M4hyM of thin.s, *%#!%$e&"#!# refer to -%,# %" e--e,!#1 So inste+d of +s9in.1 M'hy +re 4o*en oressed;M, *%#!%$e&"#!# &e %&e +/e+0 !% #/;e#!%"# b%! !.e e--e,!# %- *&!,+& *&,!,e#1 For e5+*le1 M'h+t +re the effe-ts of /eliefs +/out the 0roer0 roles for4o*en su-h +s those esoused /y the C+tholi- Chur-h;M Or in other (ost*odern) 4ords1 0?o4 do 4o*en .el s+id Ror des-ri/ed +s 0.ood

4ives0 /y the C+tholi- Chur-h;M Je#!%"" -%"$!%"#, /eliefs +/out 4ho +nd 4h+t Mthe su/=e-t isM +nd oenin. the notion of oliti-ssurely ,%"!# # !/" -e"#! &e#*%"#b+!0 seriously;


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6D% ! %" !.e "e6 &"+e# %& &7B+e/e& 1 +oland, %rof of -nternational elations @ U of Aueensland, Brisane, Millennium: Journal of

International Studies, C?+C, %. 2CDM A se-ond +nd rel+ted short-o*in. of e+rly ost*odern -ontri/utions is their fo-us on -riti-isin.


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+raeworks #pen ,o )lternative )rguents-.iewpoints )re Key ,o Break %own /atriarchy and

0ystes o" %oinance

+oss and Gri""en 122 (Sonja, associate professor of Communication Studies at Ohio State, Cindy, assistant professor of SpeechCommunication at Colorado State, “Beyond Persuasion: A Proposal for Invitational hetoric, Communication !ono"raphs,!arch#Professor of Speech Communication, $niversity of %enver, &C#

'he introduction of invitational rhetoric to the array of rhetorical forms availale also serves a "reater heuristic, inventive function than rhetoric

previously has allo)ed* 'raditional theories of rhetoric occur )ithin preimposed or preconceived frame)or+s that are refleive and reinforce

the vocaularies and tenets of those frame)or+s* In rhetoric in )hich the rhetor see+s to impose chan"e on others, an idea is adapted to the audience or is presented in )ays

that )ill e most persuasive to the audience- as a result, the idea stays lod"ed )ithin the confines of the rhetorical system in )hich it )as framed*Other may challen"e the idea ut only )ithin the confines of the frame)or+ of the dispute already estalished* 'he inventive potential of rhetoric is restricted as the

interaction converts the idea to the eperience re.uired y the frame)or+* Invitational rhetoric, on the other hand, aims at convertin"

eperience “to one of the many vie)s )hich are indeterminately possile/ (&olmer", 0122, p* 342#* As a result, much is open in invitationalrhetoric that is not in traditional rhetorics 5the potential of the audiences to contriute to the "eneration of ideas is enhanced, the means used to present ideas are not those thalimit the ideas to )hat is most persuasive for the audience, the vie) of the +ind of environment that can e created in the interaction is epanded, and the ideas that can e considered multiply*

'he privile"in" of inventions in invitational rhetoric allo)s for the development of interpretations, perspectives, courses of actions,

and solutions to prolems different from those allo)ed in traditional models of rhetoric* ather than the discovery of ho) to ma+e a case, invitationalrhetoric employs invention to discover more cases, a process %aly (0167# descries as one of creatin" “an atmosphere in )hich further creativity may flourish 8 9)e

ecome reathers;creators of free space* rench historian and philosopher epitomi?es )hat is at sta+e in .uestions of discourse and a"ency* >or >oucault, discourses are sutle

mechanisms that frame our thin+in" process* 'hey determine the limits of )hat can e thou"ht, tal+ed and )ritten in a normal andrational )ay* In every society the production of discourses is controlled, selected, or"ani?ed and diffused y certain procedures* 'his process

creates systems of eclusion in )hich one "roup of discourses is elevated to a he"emonic status, )hile others are condemned to eile*

%iscourses "ive rise to social rules that decide )hich statements most people reco"ni?e as valid, as deatale or as undoutedly false* 'hey "uide the selection

process that ascertains )hich propositions from previous periods or forei"n cultures are retained, imported, valued, and )hich arefor"otten or ne"lected (see >oucault, 011, 0120, 0110, E1F#* Got everythin" is discourse, ut everythin" is in discourse* 'hin"s eistindependently of discourses, ut )e can only assess them throu"h the lenses of discourse, throu"h the practices of +no)in", perceivin" and

sensin", )hich )e have ac.uired over time* %iscourses render social practices intelli"ile and rational and y doin" so mas+ the )ays in)hich they have een constituted and framed* Systems of domination "radually ecome accepted as normal and silently penetrate every aspect of society* 'hey clin"to the most remote corners of our mind, for, as Giet?sche (0164, 02# once epressed it, Dall thin"s that live lon" are "radually so saturated )ith reason that their

emer"ence out of unreason therey ecomes improale*=


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%e"ining huan agency with an all inclusive stateent creates a hierarchy in which all other discourses

"oreclosed8

oland Bleiker9 $::3* (Professor of International elations &arvard and Camrid"e, %iscourseand &uman A"ency, Pal"rave !acmillan, 34* p* 42@46#

A conceptuali?ation of human a"ency cannot e ased on a parsimonious proposition, a one@sentence statement that captures

somethin" li+e an authentic nature of human a"ency* 'here is no essence to human a"ency, no core that can e rou"ht do)n to a lo)est

common denominator, that )ill crystalli?e one day in a lon" sou"ht after ma"ic formula* A search for such an elusive centre )ould

free?e a specific ima"e of human a"ency to the detriment of all others* 'he dan"ers of such a totali?in" position have een )ell rehearsed* >oucault

(0163, 31#, for instance, elieves that a theory of po)er is unale to provide the asis for analytical )or+, for it assumes a prior ojectification of the

very po)er dynamics the theory is tryin" to assess* Bourdieu (0116, 3E# spea+s of the Dimperialism of theuniversal= and Hist (0114, 00#

)arns us of an approach that Dsusumes, or, rather, pretends to e ale to susume everythin" into one concept, one theory, one

position*= Such a master discourse, she claims, inevitaly oppresses everythin" that does not fit into its particular vie) of the )orld*

,he construction o" identity rests on assuption that a static9 all encopassing sel" can be created and

aintained;this causes the arginalioucault descries in the epi"raph at the e"innin" of this essay* Mou need identity to act and to e

ethical, ut there is a drive to diminish difference to complete itself inside the pursuit of identity* 'here is thus a paradoical elementin the politics of identity* It is not an airti"ht parado conformin" to a tetoo+ eample in lo"ic, ut a social parado that mi"ht e

ne"otiated* It operates as pressure to ma+e space for the fullness of self@identity for one constituency y mar"inali?in", demeanin",

or ecludin" the differences on )hich it depends to specify itself* 'he depth "rammar of a political theory is shaped, first, y the

)ay in )hich it either ac+no)led"es or suppresses this parado, and, second, y )hether it ne"otiates it pluralistically or translates itinto an a""ressive politics of eclusive universality* 'raditionally, the first prolem of evil is the .uestion of ho) a enevolent,

omnipotent Nod could allo) intense sufferin" in the )orld* 'ypically, the ans)er involves attriution of free )ill to humans to

en"ender a "ap et)een the creative po)er of the Nod and the ehavior of humanity*


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,he language gae in which our society is entrenched takes ters such as =international= and akes

the social practices that assign nation;states priority9 legitii


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&t is bad to believe in peranent9 stable "oundations because huan agency is always changing and the

grey area between objectivis and relativis is ignored

Bleiker9 $:::* (oland, Professor of International elations &arvard and Camrid"e, Popular %issent, &uman A"ency and NloalPolitics, Camrid"e $niversity Press, 3* p* 04#

%epartin" from oth a discursive fatalism and an over?ealous elief in the autonomy of human action, I search for a middle "round

that can dra) to"ether positive aspects of oth opposin" traditions of thou"ht* I am, in this sense, follo)in" authors such as Pierre

Bourdieu and ichard Bernstein, for )hom the central opposition that characterises our time, the one et)een ojectivism and

relativism, is lar"ely misleadin" and distortin"* It is itself part of a seductive dichotomy that is articulated in either;or terms: eitherthere is an ultimate possiility of "roundin" +no)led"e in stale foundations, or there are no foundations at all, nothin" ut an

endless fall into a nihilist ayss* 44 But there are no Jither;Or etremes* 'here are only shades of difference, sutleties that

contradict the idea of an eclusionary vanta"e@point* !y o)n attempt at overcomin" the misleadin" dichotomy et)een ojectivism

and relativism revolves around t)o major propositions, )hich I )ill sustain and epand throu"hout this oo+: (0# that one cantheorise discourses and still retain a concept of human a"ency- and (3# that one can advance a positive notion of human a"ency that

is neither "rounded in a stale foundation nor dependent upon a presupposed notion of the suject* 'he point of searchin" for this

middle "round is not to aandon foundations as such, ut to reco"nise that they are a necessary part of our effort to ma+e sense of an

increasin"ly comple and transversal )orld*


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L!#

,he )""iratives +raework )rguents Call "or Liitations in 'ow ,hings are to Be &nterpreted;this is

,he 0ae #bsession with Liits Characterieject Liits in +avor o"

,he /ossibilities o" ?ew /olitical ,hought

%illon in 26 (!ichael, Senior Hecturer in Politics and International elations at 'he $niversity of Hancaster, 'he Politics ofSecurity#


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E$,!%" (1)

0tate;centricity akes critical understanding o" the world ipossible8

Biswas %ecemer $::@, (Shampa, Professor of Politics at or scholars of the "loal, the (often unconscious# hold of the nation@state can e especially pernicious in the )ays

that it limits the scope and ran"e of the intellectual ima"ination* Said ar"ues that the hold of the nation is such that even intellectuals pro"ressive on domestic issues

ecome collaorators of empire )hen it comes to state actions aroad* 47 Specifically, he criti.ues nationalistically ased systems of education and the tendency in

much of political commentary to frame analysis in terms of D)e=, Dus= and Dour= @ particularly evident in covera"e of the )ar on terrorism @ )hich automatically sets

up a series of (often hostile# oppositions to Dothers=* &e points in this contet to the rather common intellectual tendency to e alert to the

auses of others )hile remainin" lind to those of one=s o)n* 4E

Kritiks provide the crucial link between knowledge and action; a reorientation o" political discourse

towards episteological concerns#wen :$9 (%avid, eader in Political 'heory at the $niversity of Southampton, “eorientin" International elations: OnPra"matism, Pluralism and Practical easonin"/, !illennium: ournal of International Studies, ol* 40, Go* 4,

http:;;mil*sa"epu*com;c"i;reprint;40;4;E4#Another )ay of elucidatin" )hat is involved in this re@orientation is to note that it lin+s +no)led"e (and the value of +no)led"e# to action y encoura"in"

reflection on prolems and prolem@constitution*


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Critical and cross;disciplinary approaches to &> reinvigorate the practice ! critical approaches are key to

iproving the policyaking scene

Biswas %ecemer $::@, (Shampa, Professor of Politics at


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,he )"" assues that their "raework is eternally truth"ul9 the only ethod to episteological

understanding8 ,hey critiAue anything that does not agree with the9 and reject it as heresy in reality9

their set o" rules is just as "alse9 with no access to special knowledge

ohnston 22 (Ian, esearch Associate, ancouver Island $, T'hereRs Gothin" Giet?sche CouldnRt 'each Ma Aout the aisin" of the rench Catholics, Nerman Protestants, scientists, Jnli"htenment

rationalists, Juropean socialists, lieral humanitarians, American democrats, free thin+ers, or )hat have you* 'he variety represents the rich diversit

of intellectual, ethnic, political, and other activities*'he situation is not static of course* Some "ames have far fe)er players and fans, and the popularity isshrin+in"- some are "ainin" popularity rapidly and increasin"ly ta+in" over parts of the territory availale* 'hus, the traditional sport of Aori"inal

lacrosse is ut a small remnant of )hat it )as efore contact* &o)ever,the %emocratic capitalist "ame of aseall is "ro)in" eponentially, as is the

materialistic science "ame of archery* And they may )ell comine their efforts to create a ne) "ame or mer"e their lea"ues*or various reasons they elieve, or claim to elieve, that the rules they come up )ith reveal somethin" aout the )orld eyond

the playin" field and are therefore TtrueT in a )ay that other rule oo+s are not- they have, as it )ere, privile"ed access to reality and

thus record, to use a favorite metaphor of Giet?scheRs,the tet of the )ilderness* In attac+in" such claims, Giet?sche points out,the )ilderness ears no relationship atall to any human invention li+e a rule oo+ (he points out that nature is T)asteful eyond measure, )ithout purposes and consideration, )ithout mercy and justice, fertile and desolate anduncertain at the same time- ima"ine indifference itself as a po)er@@ho) could you live accordin" to this indifference* Hivin"@@is that not precisely )antin" to e other than this natureT (Jpi"ram 1#*Because there

is no connection )ith )hat nature truly is, such rule oo+s are mere Tfore"roundT pictures, fictions dreamed up, reinforced, altered,

and discarded for contin"ent historical reasons * !oreover, the rule oo+s often ear a suspicious resemlance to the rules of "rammar of a culture (thus, for eample, the notion of an e"o as

thin+in" suject, Giet?sche points out, is closely tied to the rules of Juropean lan"ua"es )hich insist on a suject and ver construction as an essential part of any statement#*So ho) do )e +no) )hat

)e have is the truth And )hy do )e )ant the truth, any)ay People seem to need to elieve that their "ames are true* But )hy

!i"ht they not e etter if they accepted that their "ames )ere false, )ere fictions, havin" nothin" to do )ith the reality of nature eyond the recreational comple If they understood the fact that everythin" they elieve in has a history and that, as he says in the Nenealo"y o

!orals, Tonly that )hich has no history can e defined,Tthey )ould understand that all this proud history of searchin" for the truth is somethin" .uite

different from )hat philosophers )ho have )ritten rule oo+s proclaim* >urthermore these historical chan"es and developments occur

accidentally, for contin"ent reasons, and have nothin" to do )ith the "ames, or any one "ame, shapin" itself in accordance )ith any ultimate "ame or any "iven rule oo+

of "ames "iven y the )ilderness, )hich is indifferent to )hat i s "oin" on* Andthere is no asis for the elief that, if )e loo+ at the history of the development of

these "ames, )e discover some pro"ressive evolution of "ames to)ards some hi"her type*


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,he wilderness surrounding the recreational cople5 o" "raework is reality; we cannot coprehend it

no atter how we ay try to proclai truth through our dogatic rules

ohnston 22 (Ian, esearch Associate, ancouver Island $, T'hereRs Gothin" Giet?sche CouldnRt 'each Ma Aout the aisin" of the or Giet?sche Jurope is in crisis* It has a "ro)in" po)er to ma+e life comfortale and an enormous ener"y* But people seem to )ant to channel that ener"y into ar"uin" aout )hat amounts to

competin" fictions and to force everyone to adhere to a particular fiction*

Give Back the Land K (2)

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