Transcending the Game: Debate, Education, and Society
by: Shawn F. Briscoe (editor)(Author),Alex Berry (contributions by)(Author),Jamal Burns (contributions by)(Author)&1more
Publisher: Southern Illinois University Press
Publication Date: 14 Dec. 2023
Language: English
Print Length: 232 pages
ISBN-10: 0809339226
ISBN-13: 9780809339228
Book Description
A pathway to community, growth, and change This collection of inclusive essays explores the role of debate in understanding and critiquing injustice and inequality. Edited by Shawn F. Briscoe, these essays closely examine multiple approaches to debate, considering their respective merits and controversies. This detailed compilation analyzes how debate methodologies are useful in everyday life and whether certain approaches have any value at all. Briscoe provides an in-depth look into the varying styles of debate and contributes to a greater understanding of argument theory by discussing three stylistic approaches: audience-centered, technical/progressive, and non-traditional/performative. The book demonstrates that all three approaches offer students opportunity to engage in a socioemotional learning space, a discipline that prepares students for undergraduate and graduate work, a study that prepares participants for future careers, and a field that investigates current controversies and how to tackle them. Briscoe offers compelling narratives from BIPOC, LGBTQIA, and women authors that explore the personal impact of debate on social equality within this academic discipline, our educational system, and society. The diversity in gender and race of the contributing authors allows for a multitude of perspectives on the complex styles, benefits, and issues discussed in Transcending the Game. Briscoe peels back the mystery that shrouds the benefits of academic, competitive debate from outsiders and insiders alike. A myriad of personal narratives tell stories about the role of debate in their lives; challenge the unproductive discourse in debate, education, and society; and offer diverse insight into why we debate.
About the Author
Review "Transcending the Game is a unique work that highlights the perceived styles of competitive policy debate and the impact of these styles on lived experiences. The beauty of this book lies in its inclusion of diverse scholars and perspectives that help to detail the evolution of a perfectly imperfect activity."--Shuntá Jordan, head coach, Georgia Debate Union at the University of Georgia "Transcending the Game offers readers an in-depth and up-close look into the life-changing potential interscholastic debate can afford its participants. The authors' diverse perspectives take the reader through a compelling journey of thought-provoking, uplifting, and heart-breaking stories that each exemplify the power debate creates outside of the competitive arena. For anyone considering getting involved in the activity, this book is a must read."--Dr. Michael Greenstein, director of debate, Glenbrook North High School, and former director of debate, Georgetown University "Briscoe has an unparalleled ability to explain the oftentimes complicated and complex concepts of policy debate in a way that is easily understandable. Through his use of personal experience along with his explanation of the theory and idiosyncrasies of policy debate, he creates a space that makes debate open and accessible to all, regardless of background or experience. This text is extremely timely, relevant, and necessary to continue the longstanding tradition and evolution of policy debate."--Nicole Freeman, associate professor of communication, University of Central Missouri
About the Author Shawn F. Briscoe is the author of Policy Debate: A Guide for High School and College Debaters (SIU Press), lead author and editor of Why Debate: Transformed by Academic Discourse, and co-author of Companion Guide for Speech & Debate Coaches. With over 30 years of experience in competitive academic debate, Briscoe has been the recipient of numerous coaching awards and invitations to present at both national and international organizations. Excerpt. © Reprinted by permission. All rights reserved. Preface We live in a world that would rather silence a disagreement by calling the other person a loser, a snowflake, a libtard, a right-wing nutjob or simply offering a condescending we’ll have to agree to disagree or good day than have a meaningful conversation, hear the perspective of someone else, lend an empathetic ear, or engage in constructive dialogue. We tend towards a quick Google search, a meme, or cursory reading of headlines in place of research and understanding. Today, more than ever, we must focus on structured debate that encourages one to hear the other side, challenges our assumptions, and builds toward something better. That venue exists within our secondary schools and post-secondary institutions. An extracurricular and cocurricular activity, academic debate fosters growth in the individual, with benefits not just for the participants, but for all society. My involvement with academic, competitive debate spans over three decades. During that time, my experiences have been incredibly diverse. As a competitor, I was introduced to debate on the traditional and audience friendly circuit in the southwest corner of Missouri. In college, I experienced a bit of whiplash as I entered the world of high speed, jargon-laced policy debate while at the United States Air Force Academy. Over the years, I continued to work with students and coaches on audience-friendly circuits, the high school national circuit, urban debate league programs, and the international world of debate as practiced at the World Universities Debating Championships. Despite their disparate approaches to the activity, I found that good debate is good debate, as the director of the Seawolf Debate Program, Steve Johnson, likes to say. While the styles, emphasis, and contestants themselves appear incredibly different, there is more that connects them than separates them. Regardless of the style embraced or approach taken, the activity has immeasurable benefits. Throughout my time with these programs, I listened to non-debate educators disparage the activity as something devoid of merit. I observed rifts within the debate community that highlight the limitations of it. I witnessed the political and social discourse in our nation poison society. Nevertheless, I found that taken together, the unique approaches to the activity offer a path forward, a path of understanding, and a path of healing. When examining the world of competitive debating, we clearly see three distinct stylistic approaches: audience-centered, progressive, and nontraditional. Different formats, circuits, and regions tend to preference one of these styles over the others. While radically different in their presentation, they all provide incredible value for participants. To explore those benefits, I turned to individuals with a range of experience in competitive debating. At the high school level, many were immersed in policy, Lincoln Douglas, student congress, public forum, and world schools debate. At the college level, contributors participated in formats such as the National Debate Tournament, Cross Examination Debate Association, National Parliamentary Debate Association, and British Parliamentary (or World Universities) debate. That said, they all share a common background in policy debate. I specifically sought contributors with some policy debate background because that format most clearly incorporates all three stylistic approaches. As a nexus for the three divergent perspectives on debate, it affords a unique look at why they exist, how they interact, and the insights they provide participants. Debate is not perfect. It has shortcomings. It has room for improvement. Participants regularly highlight the disparities and inequalities that exist between programs and competitors. Even more accessible formats, like British Parliamentary debate with its emphasis on public-facing discourse, has begun to confront these issues. At the 2021 United States Universities Debating Championships, Morehouse College withdrew from the national championship tournament after “they faced racist taunts from opposing teams” and their concerns went unaddressed in a timely manner. Despite significant improvement in equity and access, the activity (largely) remains the purview of white, economically privileged males. To explore the benefits of the activity, I turned to individuals with diverse backgrounds. Some earned national championships. Some were midlevel debaters. Some are from rural areas, whereas others are from the suburbs or urban centers. Some competed for public schools and others private schools. Some come from relative places of wealth and others from poverty. Some have lived the life of cisgender white males and the privilege that comes with it. Several identify as LGBTQIA. More than half are Black, Indigenous, and People of Color. More than half are women. Hopefully, by drawing upon this diverse group of authors, you will find someone who speaks meaningfully to you and your students. At times, I found it difficult to compartmentalize authors to one stylistic approach. In truth, most of us have significant experience with multiple formats of debate and two or more of the stylistic approaches. When determining where to locate their chapters in the text, I made decisions based on their primary experience with the activity, what they considered to be their most meaningful involvement, or the specific theme of their chapter. What follows is an immersive journey into the world of academic, competitive debate. This work grants insight into this unique activity and, by extension, our educational system. While the narratives paint, at times, diverging views of the activity, the net result is a glimpse at the profound impact the participants have on the activity and its impact upon them. [end of excerpt]
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