Resolved: The United States ought to promote democracy in the Middle East

Cool, let's see how this goes. Framework I value morality as per the evaluative term "ought" in the resolution, which is defined as "used to express duty or moral obligation". By Merriam-Webster. Society divides people into in and out groups, the "other" lie outside scope of morality or humanity, making them invisible. This means questions of structural violence and exclusion frame our understanding of moral terms. Winter and Leighton 01 "Peace, conflict, and violence: Peace psychology in the 21st century." To recognize the operation of structural violence forces us to ask questions about how and why we tolerate it. Our normal cognitive processes divide people into in-groups and out-groups. Those outside our group lie outside our scope of justice. Those who fall outside are morally excluded, and be- come either invisible, or demeaned so that we do not have to acknowledge the injustice they suffer. Moral exclusion is an outcome of social cognition. We must be vigilant in noticing outsiders. Structural violence is not inevitable if we become aware of its operation. Failing to account for structural violence means it is impossible to generate objective obligations; agents are subjective. Thus, the standard is resisting structural violence. The Role of the Ballot is to assume the position of a critical feminist and engage in the struggle for educational meaning. Chowdhury 09 "Locating Global Feminisms Elsewhere: Braiding US Wom[x]n of Color and Transnationa; Feminisms" Illuminate the everyday interactions in wom[x]n"s studies spaces and the political economy. Education represents both a struggle for meaning and a struggle over power relations. There are critical issues at stake. A feminism that reproduces and espouses such assimilationist politics is complicit in the maintenance of that which it claims to transform. If the neg doesn"t address gendered concerns, they function in a patriarchal norm. Reject their imminent silence on gendered violence and force them to justify the power relations they perpetuate. Defer Aff if they can"t justify the subject of their discourse. First in Inherency Particularly, the feminine analysis of power relations is critical to functioning democracy"otherwise it becomes oppressive Phillips 98 http://books.google.com... The female self has more `permeable' boundaries. Writers propose this capacity for broader self-definition as a model for democratic politics. The very capacity others can easily be manipulated to the disadvantage of wom[x]n. A second strand warns against deliberation serving as a mask for domination. Feminists who focus on the inequality of power between men and wom[x]n point to the ways wom[x]n are silenced, encouraged to keep their wants inchoate, and heard to say ""yes' when they mean ""no'. Feminists bring a vivid recognition of the capacity of a dom- inant group to silence or ignore voices it does not wish to hear. Yemen is falling behind in the struggle for womxn"s right, but womxn overwhelmingly wish they had more opportunities for education. Gunter 12 http://www.d3systems.com...[x]ns-Status-in-Yemen.pdf Yemen appears to show a decline in rights among wom[x]n. Yemeni Muslim wom[x]n respondents indicate they would like better education as a means to leading a happier life. Yemeni wom[x]n could be happier if certain aspects of their lives were to be altered. Second is the Internal Link Gender shapes our education discussion; we have to be specific to feminine needs to promote change. Roudi-Fahimi and Moghadam 03 http://www.prb.org...[x]nDevelopingSocietyFemaleEducationintheMiddleEastandNorthAfrica.aspx Gender sensitivity is a key aspect of the quality of education. Educational systems should be sensitive to the specific needs of girls and wom[x]n. Yet the curricula and teaching materials. Yemeni wom[x]n are instrumental to social change, but access to education is a major obstacle in their independence and political participation Tholen 11 http://www.iwpr.org...[x]n%E2%80%99s-voices-in-yemen/ Wom[x]n have been instrumental to movements. In Yemen, wom[x]n were among the earliest and most vocal protesters for social and political change. Yemeni wom[x]n feel compelled to contribute to the political changes in their country. Access to education, independence, and political office is currently limited for many Yemini wom[x]n. Over half have no formal education. Wom[x]n"s political empowerment need expansion if Yemini wom[x]n are to fully participate in the future decision-making for their communities and society on all levels. Increased opportunities to participate in the public sphere will be crucial moving forward for wom[x]n to remain central agents in and beyond the political transformational period, ultimately ensuring true social change. Education is a necessary form of democracy promotion; beyond the surface level it lays groundwork for sustainability and is a necessary condition for success. Acemoglu et al 05 https://core.ac.uk... High levels of educational attainment as a prerequisite for democracy. Education promote democracy both because it enables a "culture of democracy" to develop, and because it leads to greater prosperity, which is also thought to cause political development. Education broadens outlooks, restrains them from extremist doctrinies, and increases capacity to make electoral choices. A "high" level of education is a necessary condition. Third is the Plan I advocate the United States ought to promote democracy in Yemen through the creation of school"s that provide a safe, educational space for wom[x]n. Schools are a fundamental part of democracy; they promote citizenry and critical reasoning Howard and Kenny92 http://vrcbd.missouri.edu... Moral education takes place in both the formal and the hidden curriculum. The school provides educators opportunity to promote both citizenship skills and critical reasoning in the democratic governance of their schools. Advocate democratic schools for educational, psychological, and philosophical reasons. Greater involvement is required by the government to bridge gender gaps in education, a necessity to upholding basic human rights. Plan key. Singh 15 http://photos.state.gov...[x]nandGirls_Vol15_No12.pdf Many countries are falling behind in carrying out the EFA agenda. The challenge is to bridge the gap between commitments and reality. Doing so requires governments to place greater emphasis on human rights as the basis underpinning such commitments and to ensure equal access to education. And Fourth is the Impacts Education leads to a plethora of development: improves economy, reduces poverty and creates a spillover of political and economic involvement that creates social change across generations. Roudi-Fahimi and Moghadam 03 http://www.prb.org...[x]nDevelopingSocietyFemaleEducationintheMiddleEastandNorthAfrica.aspx Education is a key strategy for reducing poverty. Countries with high gender gaps in educational attainment tend to be less competitive. Various global trends pose special challenges to wom[x]n who are illiterate or have limited education. Increases in girls' secondary school enrollment are associated with increases in wom[x]n's participation in national income. Educated wom[x]n are more politically active and better informed about their legal rights and how to exercise them. The patriarchal nature of international relations exiles other modes of thought and appropriates those it deems Other. Ling 07 "Said's Exile: Strategic Insights for Postcolonial Feminists" Understandings of home and exile apply to International Relations. This analogy ferrets from IR those "erasures and violences" that made the field possible. To produce new schools of thought that speak to world politics from the perspective of those outside of yet intertwined with the West. Yet the House of IR exiles them from public, formal acknowledgement. The House presumes that "they" want to be just like "us", and not that "we" are indebted to "them". The exclusion of the other seems inevitable because we no longer see it and constantly endorse it through our every day patriarchal assumptions; but the feminist struggle becomes a tool for liberation and giving the "other" a social and political voice. Calloni 3 http://ejw.sagepub.com... Feminism emancipated itself from "wom[x]n" as the classical, metaphysical "other". There is an epistemological and political distinction between femininity, the "other" of the classical subject and a feminist subject, who wants to act, to have a social and political impact, to make thus a difference in society. The crisis is a crisis of the centre not of the periphery. It is the centre that needs to interrogate itself. This political subject stands in splendid isolation. Underview 1.Ask if I meet your interp in CX, this allows great substantive debate and is good for education, grant me an auto I meet if it isn"t checked 2.Aff comes first in the debate, key to education and is a prereq to theory 3.Only aff RVIs on T/Theory A) Strat skew, they have more time B)Discourages bad theory which hurts clash.