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Competition, Community, and Educational Growth

Contemporary Perspectives on Competitive Speech and Debate

Edited By Kristopher Copeland and Garret L. Castleberry

Competition, Community, and Educational Growth: Contemporary Perspectives on Competitive Speech and Debate is an up-to-date text providing informed academic thought concerning the impact of forensics. Its primary focus is to demonstrate how the forensic activity allows students to actively engage and learn outside the classroom. Specifically, Competition, Community, and Educational Growth focuses on how students educationally grow through the activity. The book frames methods and pedagogy as best practices to provide educational growth for students and explicitly connect learning outcomes for students. Coming from the perspective of higher educational instructors, the book provides insight beyond the high school experience. Competition, Community, and Educational Growth examines contemporary perspectives on competitive speech and debate theory, experience, and methods of instruction.

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Chapter 13: The Global Warming Impact: How Forensic Pedagogy Can Reinforce “Just Sustainability” (Caitlyn Burford)

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CHAPTER   THIRTEEN

The Global Warming Impact: How Forensic Pedagogy Can Reinforce “Just Sustainability”

CAITLYN BURFORD

 

The colloquial term, “natural disaster” often refers to an environmental phenomenon that has devastating effects on a human population. Yet very few elements of these disasters are “natural” in their own right. As Amor writes, “At a time when ‘natural’ disasters brought about by climate change are overtaking news cycles, it’s imperative to unpack the very specific sociopolitical causes of these events and examine who bears the brunt of the chaos that follows them.”1 Indeed, the term “natural disaster” reinforces the nature/culture binary, or the social attitude that human domains are separate from the “natural” world, rendering human implication in severe weather patterns invisible. To illustrate the distinction, Amor draws a comparison between two storms similar in size and magnitude to hit the Gulf of Mexico, Hurricane Ivan in Cuba and Hurricane Katrina in New Orleans.2 While not one individual lost their life in Cuba (due to the preventative measures and evacuation procedures arranged by the central government), Katrina wrecked the shores of New Orleans killing over 1800 and destroying 182,000 homes, sparking a national crisis that environmental and political scholars alike deem the textbook example of environmental racism at the intersection of climate change and U.S. federal policy.3 This event, unlike Hurricane Ivan, was called a “natural disaster.” Yet it was not the natural phenomenon of the hurricane that had...

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