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John Pilger: Britain, America and the war on democracy

From the Chagos Islands to Pakistan, innocent civilians are pawns to America, backed by Britain. In our compliant political culture, this deadly game seldom speaks its name.

Lisette Talate died the other day. I remember a wiry, fiercely intelligent woman who masked her grief with a determination that was a presence. She was the embodiment of people's resistance to the war on democracy. I first glimpsed her in a 1950s Colonial Office film about the Chagos Islanders, a tiny creole nation living midway between Africa and Asia in the Indian Ocean. The camera panned across thriving villages, a church, a school, a hospital, set in phenomenal natural beauty and peace. Lisette remembers the producer saying to her and her teenage friends, "Keep smiling, girls!"

Sitting in her kitchen in Mauritius many years later, she said: "I didn't have to be told to smile. I was a happy child, because my roots were deep in the islands, my paradise. My great-grandmother was born there; I made six children there. That's why they couldn't legally throw us out of our own homes; they had to terrify us into leaving or force us out. At first, they tried to starve us. The food ships stopped arriving, [then] they spread rumours we would be bombed, then they turned on our dogs."

In the early 1960s, the Labour government of Harold Wilson secretly agreed to a demand from Washington that the Chagos archipelago, a British colony, be "swept" and "sanitised" of its 2,500 inhabitants so that a military base could be built on the principal island, Diego Garcia. "They knew we were inseparable from our pets," said Lisette. "When the American soldiers arrived to build the base, they backed their big trucks against the brick shed where we prepared the coconuts; hundreds of our dogs had been rounded up and imprisoned there. Then they gassed them through tubes from the trucks' exhausts. You could hear them crying."

Lisette, her family and hundreds of the other islanders were forced on to a rusting steamer bound for Mauritius, a journey of a thousand miles. They were made to sleep in the hold on a cargo of fertiliser - bird shit. The weather was rough; everyone was ill; two of the women on board miscarried.

Dumped on the docks at Port Louis, Lisette's youngest children, Jollice and Regis, died within a week of each other. "They died of sadness," she said. "They had heard all the talk and seen the horror of what had happened to the dogs. They knew they were leaving their home for ever. The doctor in Mauritius said he could not treat sadness."

This act of mass kidnapping was carried out in high secrecy. In one official file, under the heading "Maintaining the Fiction", the Foreign Office legal adviser exhorts his colleagues to cover their actions by "reclassifying" the population as "floating" and to "make up the rules as we go along". Article 7 of the Rome Statute of the International Criminal Court says the "deportation or forcible transfer of population" is a crime against humanity. That Britain had committed such a crime - in exchange for a $14m discount off a US Polaris nuclear submarine - was not on the agenda of a group of British "defence" correspondents flown to the Chagos by the Ministry of Defence when the US base was completed. "There is nothing in our files," said the MoD, "about inhabitants or an evacuation."

Today, Diego Garcia is crucial to America's and Britain's war on democracy. The heaviest bombing of Iraq and Afghanistan was launched from its vast airstrips, beyond which the islanders' abandoned cemetery and church stand like archaeological ruins. The terraced garden where Lisette laughed for the camera is now a fortress housing the "bunker-busting" bombs carried by bat-shaped B-2 aircraft to targets on two continents; an attack on Iran will start here. As if to complete the emblem of rampant, criminal power, the CIA added a Guantanamo-style prison for its "rendition" victims and called it Camp Justice.

Wipe-out

What was done to Lisette's paradise has an urgent and universal meaning, for it represents the violent, ruthless nature of a whole political culture behind its democratic façade, and the scale of our own indoctrination in its messianic assumptions, described by Harold Pinter as a "brilliant, even witty, highly successful act of hypnosis". Longer and bloodier than any other war since 1945, waged with demonic weapons and a gangsterism dressed as economic policy and sometimes known as globalisation, the war on democracy is unmentionable in western elite circles. As Pinter wrote, "It never happened . . . Even while it was happening it wasn't happening." Last July, the American historian William Blum published his updated "summary of the charming record of US foreign policy". Since the Second World War, the United States has:

1) Attempted to overthrow more than 50 governments, most of them democratically elected.
2) Attempted to suppress a populist or national movement in 20 countries.
3) Grossly interfered in democratic elections in at least 30 countries.
4) Dropped bombs on the people of more than 30 countries.
5) Attempted to assassinate more than 50 foreign leaders.

In total, the United States has carried out one or more of these actions in 69 countries. In almost all cases, Britain has been a collaborator. The "enemy" changes in name - from communism to Islamism - but mostly it is the rise of democracy independent of western power, or a society occupying strategically useful territory and deemed expendable, like the Chagos Islands.

The sheer scale of suffering, let alone criminality, is little known in the west, despite the presence of the world's most advanced communications, nominally freest journalism and most admired academy. That the most numerous victims of terrorism - western terrorism - are Muslims is unsayable, if it is known. That half a million Iraqi infants died in the 1990s as a result of the embargo imposed by Britain and America is of no interest. That extreme jihadism, which led to the 11 September 2001 attacks, was nurtured as a weapon of western policy (in "Operation Cyclone") is known to specialists, but otherwise suppressed.

While popular culture in Britain and America immerses the Second World War in an ethical bath for the victors, the holocausts arising from Anglo-American dominance of resource-rich regions are consigned to oblivion. Under the Indonesian tyrant Suharto, anointed "our man" by Margaret Thatcher, more than a million people were slaughtered in what the CIA described as "the worst mass murder of the second half of the 20th century". This estimate does not include the third of the population of East Timor who were starved or murdered with western connivance, British fighter-bombers and machine-guns.

These true stories are told in declassified files in the Public Record Office, yet represent an entire dimension of politics and the exercise of power excluded from public consideration. This has been achieved by a regime of uncoercive information control, from the evangelical mantra of advertising to soundbites on BBC news and now the ephemera of social media.

It is as if writers as watchdogs are extinct, or in thrall to a sociopathic zeitgeist, convinced they are too clever to be duped. Witness the stampede of sycophants eager to deify Christopher Hitchens, a war lover who longed to be allowed to justify the crimes of rapacious power. "For almost the first time in two centuries," wrote Terry Eagleton, "there is no eminent British poet, playwright or novelist prepared to question the foundations of the western way of life." No Orwell warns that we do not need to live in a totalitarian society to be corrupted by totalitarianism. No Shelley speaks for the poor, no Blake proffers a vision, no Wilde reminds us that "disobedience, in the eyes of anyone who has read history, is man's original virtue". And grievously no Pinter rages at the war machine, as in "American Football":

Hallelujah.
Praise the Lord for all good things . . .
We blew their balls into shards of dust,
Into shards of fucking dust . . .

Into shards of fucking dust go all the lives blown there by Barack Obama, the Hopey Changey of western violence. Whenever one of Obama's drones wipes out an entire family in a faraway tribal region of Pakistan, or Somalia, or Yemen, the American controllers sitting in front of their computer-game screens type in "Bugsplat". Obama likes drones and has joked about them with journalists. One of his first actions as president was to order a wave of Pre­dator drone attacks on Pakistan that killed 74 people. He has since killed thousands, mostly civilians; drones fire Hellfire missiles that suck the air out of the lungs of children and leave body parts festooned across scrubland.

Remember the tear-stained headlines as Brand Obama was elected: "Momentous, spine-tingling" (the Guardian). "The American future," Simon Schama wrote, "is all vision, numinous, unformed, light-headed with anticipation." The San Francisco Chronicle saw a spiritual "Lightworker . . . who can . . . usher in a new way of being on the planet". Beyond the drivel, as the great whistleblower Daniel Ellsberg had predicted, a military coup was taking place in Washington, and Obama was their man. Having seduced the anti-war movement into virtual silence, he has given America's corrupt military officer class unprecedented powers of state and engagement. These include the prospect of wars in Africa and opportunities for provocations against China, America's largest creditor and the new "enemy" in Asia. Under Obama, the old source of official paranoia, Russia, has been encircled with ballistic missiles and the Russian opposition infiltrated. Military and CIA assassination teams have been assigned to 120 countries; long-planned attacks on Syria and Iran beckon a world war. Israel, the exemplar of US violence and lawlessness by proxy, has just received its annual pocket money of $3bn together with Obama's permission to steal more Palestinian land.

Surveillance state

Obama's most "historic" achievement is to bring the war on democracy home to America. On New Year's Eve, he signed the National Defence Authorisation Act, a law that grants the Pentagon the legal right to kidnap both foreigners and US citizens secretly and indefinitely detain, interrogate and torture, or even kill them. They need only "associate" with those "belligerent" to the US. There will be no protection of law, no trial, no legal representation. This is the first explicit legislation to abolish habeas corpus (the right to due process of law) and, in effect, repeal the Bill of Rights of 1789.

On 5 January, in an extraordinary speech at the Pentagon, Obama said the military would not only be ready to "secure territory and populations" overseas but to fight in the "homeland" and "support [the] civil authorities". In other words, US troops are to be deployed on the streets of American cities when the inev­itable civil unrest takes hold.

America is now a land of epidemic poverty and barbaric prisons - the consequence of a "market" extremism that, under Obama, has prompted the transfer of $14trn in public money to criminal enterprises in Wall Street. The victims are mostly young, jobless, homeless, incarcerated African Americans, betrayed by the first black president. The historic corollary of a perpetual war state, this is not fascism, not yet, but neither is it democracy in any recognisable form, regardless of the placebo politics that will consume the news until November. The presidential campaign, says the Washington Post, will feature "a clash of phil­osophies rooted in distinctly different views of the economy". This is patently false. The circumscribed task of journalism on both sides of the Atlantic is to create the pretence of political choice where there is none.

The same shadow is across Britain and much of Europe, where social democracy, an article of faith two generations ago, has fallen to the central bank dictators. In David Cameron's "big society", the theft of £84bn in jobs and services exceeds even the amount of tax "legally" avoided by piratical corporations. Blame rests not with the far right, but with a cowardly liberal political culture that has allowed this to happen and which, as Hywel Williams wrote following the 9/11 attacks, "can itself be a form of self-righteous fanaticism". Tony Blair is one such fanatic. In its managerial indifference to the freedoms that it claimed to hold dear, bourgeois Blairite Britain created a surveillance state with 3,000 new criminal offences and laws: more than for the whole of the previous century. The police clearly believe they have an impunity to kill. At the demand of the CIA, cases like that of Binyam Mohamed, an innocent British resident tortured and then held for five years in Guantanamo Bay, will be dealt with in secret courts in Britain in order to "protect the intelligence agencies" - the torturers.

This invisible state allowed the Blair government to fight the Chagos Islanders as they rose from their despair in exile and demanded justice in the streets of Port Louis and London. "Only when you take direct action, face to face, even break laws, are you ever noticed," Lisette said. "And the smaller you are, the greater your example to others." Such is the eloquent answer to those who still ask, "What can I do?"

I last saw Lisette's tiny figure standing in driving rain next to her comrades outside the Houses of Parliament. What struck me was the enduring courage of their resistance. It is this refusal to give up that rotten power fears, above all, knowing it is the seed beneath the snow.

John Pilger, renowned investigative journalist and documentary film-maker, is one of only two to have twice won British journalism's top award; his documentaries have won academy awards in both the UK and the US. In a New Statesman survey of the 50 heroes of our time, Pilger came fourth behind Aung San Suu Kyi and Nelson Mandela. "John Pilger," wrote Harold Pinter, "unearths, with steely attention facts, the filthy truth. I salute him."

This article first appeared in the 23 January 2012 issue of the New Statesman, Has the Arab Spring been hijacked?

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The lost boys: how the white working class got left behind

The gap between poor and middle-class white pupils is widening. What can we do about the educational plight of underprivileged white youngsters?

One pleasant Thursday at 3.20pm, Carl Roberts, the principal of the Malling School in Kent, walks to the front gates. Along with several other members of staff, he makes the same journey every morning and afternoon, greeting pupils as they arrive and leave. “It’s all about modelling positive behaviour for young people from disadvantaged backgrounds,” he explains.

Roberts is an admirable head teacher. Energetic and ambitious, he runs a school that marries warmth with a sense of order. Just outside the gates, he gently admonishes the only boy without his shirt tucked in. The child immediately apologises.

The Malling has thrived during Roberts’s eight years as head. In 2015 it was rated “good” across all of the main areas assessed by Ofsted, the schools standards agency, and “outstanding” for its students’ personal development. In recent years, its overall progress has been in the top third of schools nationally and the attainment gap between disadvantaged and non-disadvantaged pupils is less than half the UK average.

The school is nestled in East Malling, a town that at first glance seems to conform to an idealised view of 1950s England: abundant green spaces and farmland, several busy pubs and a couple of churches. There was an uproar last year when East Malling Cricket Club, which dated back to the 19th century, closed because of a shortage of funds and players – even though there remain three other clubs within four miles of the station. Tonbridge and Malling, the constituency that encompasses the town, is among the safest Conservative seats in the country and ranks above average judging by national indicators for employment, health and well-being.

This is not an obvious place to find students struggling. Yet at the Malling School last year only 30 per cent of pupils got five good GCSEs including English and maths. Of the third of students eligible for free school meals (FSMs) – the national average is one in five – just 17 per cent get five good GCSEs, falling to 15 per cent for boys. Here, almost all of these pupils are white.

These results are indicative of a wider trend. Across England, the white working class performs badly. Overall, just 28 per cent of white children on FSMs get five good GCSEs; the figure drops to 24 per cent when girls are excluded. A white working-class boy is less than half as likely to get five good GCSEs, including the core subjects, as the average student in England, and among white boys the gap between how poor and middle-class pupils do is wider than for any other ethnic background. As Theresa May noted in her first speech as Prime Minister, “If you’re a white, working-class boy, you’re less likely than anybody else in Britain to go to university.” More recently, she signalled her intention to address this and other shortcomings in education through sweeping reforms, including allowing grammar schools to expand. Britain, May said, should be the world’s “great meritocracy”.

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A few hundred metres away from the Malling School lies the East Malling estate known to local people as Clare Park. About one-third of the school’s 700 students live in tower blocks here. Roberts says that, all too often, these pupils “will be worried about their parents, they will be worried about where their next meal is coming from. And suddenly they are no longer worried about passing exams.”

Roberts can relate to this. He grew up in the 1980s on a council estate in Tewkesbury, Gloucestershire, and his father was unemployed for many of his teenage years. Roberts attended the local comprehensive and, helped by his supportive parents, got the best GCSE grades in his year. He went on to study at the University of Bath.

“My childhood shaped my values, which is why I now work with children from disadvantaged backgrounds, with a view to ensuring they can have the future I was lucky enough to have,” he says. Maximising pupil attendance is central to doing so. On the main school noticeboard, a sign reads: “365 days a year, 190 in school, 175 not in school”. This is designed to stress to pupils how important it is to attend class, but it also serves as an unwitting reminder of the limits of what any school can achieve.

“Schools will see children for six hours a day,” Roberts says. “There’s a lot of other time when children are much more influenced. Until you sort out things like health for people from disadvantaged backgrounds, until you help them overcome the issues with crime, until you help them overcome the issues associated with poverty and lack of employment, schools are never going to be able to close that attainment gap by themselves.”

When pupils arrive at the Malling School at the age of 11, their attainment is already 20 per cent below the national average. Here, as across England, much of the damage to deprived pupils’ prospects is done even before primary school begins. In his or her first years of life, a young child with two highly educated parents will receive 40 minutes a day more parental engagement in playing and reading – 240 hours more per year – than one with two low-educated parents. By the age of five, there is an average 19-month gap in school readiness between the most and least disadvantaged children.

“This is a wider issue that’s actually nothing to do with schools,” Roberts tells me. “If you’re going to tackle [it], you need to do it between the ages of nought and two in the family home. It’s a social issue, not an education issue.” From their early years, poor white boys do particularly badly. At Key Stage 1, the exams taken when children are six or seven, white boys on FSMs already perform worse than any other ethnic group.

The challenge facing disadvantaged students is exacerbated by politicians’ neglect of primary education. Primary-school teachers in the UK are the youngest in the Organisation for Economic Co-operation and Development area. In an OECD report in 2012, the UK and Estonia were the only two out of 30 countries surveyed in which class sizes at primary were larger than at secondary level.

“There’s something fundamentally crackers about having a class size of 34 for children aged five and a class size of five for children aged 18,” says Phil Karnavas, the executive principal of the academy trust that runs Canterbury High, another school in Kent with a large proportion of underprivileged white pupils. The earlier in a child’s life money is invested, the further it goes.

Yet deprivation alone cannot explain the struggles of poor white children. Equally disadvantaged pupils from other ethnic groups perform far better. Thirty years ago, researchers divided children in Kingston, Jamaica, into three groups. One group received nutritional supplements; the parents of another group received hour-long weekly coaching sessions in parenting techniques and were encouraged to play with their children and to read and sing to them; the control group received nothing. Those whose parents were encouraged to play with them thrived both at school and in later life and now earn 25 per cent more, on average, than the other sets of children.

Parenting seems to explain some of the differences in results between white children and those of other ethnic groups on FSMs. Studies suggest that ethnic-minority parents often have higher aspirations for their children and are more involved with their education. This leads their children to engage more at school, says Simon Burgess, an economics professor at Bristol University whose speciality is education. More engaged parents can transform a child’s educational prospects. In July, a trial involving 16,000 pupils conducted in England by the Education Endowment Foundation found that children in secondary schools perform better and are absent less often when their parents receive regular text messages alerting them about forthcoming tests.

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Demographics also work against poor white children. According to the Social Market Foundation, where a child grows up now has a greater impact on his or her results in school than in previous generations. Only about 10 per cent of England’s white population lives in London, against 45 per cent of the ethnic minorities. Schools in London have been transformed over two decades with intensive investment and focus from politicians; they are also more likely to have thriving after-school clubs, which are crucial in ensuring that children from disadvantaged areas do not fall behind. There is little selection among state schools in London but, instead, an emphasis on demanding higher standards from all students.

Disadvantaged white children perform better when they are in London but they are more often educated in small towns or rural areas where they can be “invisible”, as Michael Wilshaw, the head of Ofsted, warned in June. They can also suffer because they have longer commuting times than children in big cities, making it harder for them to take part in after-school or homework clubs, if their school offers them at all. Meanwhile, local services such as libraries are more difficult to find, especially since the cuts imposed under the government’s austerity programme. And in places such as Kent, the allure of London, which is nearby, can make it even more of a struggle for schools to attract the best teachers.

“As each year goes on, the quality of teachers gets better and better but it becomes harder to recruit teachers,” Roberts says. He is desperate to introduce a homework club after school but lacks the funding.

Throughout the Western world, boys now work less hard at school than girls and get worse results. Across 64 countries that the OECD surveyed last year, boys were less likely than girls to do homework and to read for enjoyment, but were more likely to play computer games and surf the internet, as well as have negative attitudes towards school and turn up late. Girls aged 15 were, on average, a year ahead of their male peers in reading aptitude.

Yet the gender gap is particularly high among the white working class in England. Just 9 per cent of white males on FSMs aged 18 go to university. For every two disadvantaged white boys who go to university, three disadvantaged white girls do: the highest gap between boys and girls on FSMs in any ethnic group.

White working-class boys suffer from a paucity of positive role models. The decreasing numbers of well-educated, working-class men in public life makes poor white boys less willing to work hard at school. “It’s not cool for boys to do well. They have stereotypes to live up to,” a girl at Canterbury High School tells me.

Another factor working against young boys is that most teachers in the UK are female and middle class, says Anna Wright, an educational psychologist. Less than 15 per cent of primary-school teachers in England are male (the figure rises to 37 per cent in secondary school). And poor children are more likely than advantaged children to grow up with only one parent. In nine cases out of ten, children from broken families live mostly with their mother rather than their father, and so have no male role model.

White boys suffer in particular because of the legacy of deindustrialisation and the collapse of secure jobs for life. “The culture of white, Anglo-Saxon, working-class boys is one which has historically led them from the terraces to the factory, the fields or the farm. That doesn’t exist any more,” says Karnavas, of the Canterbury Academy. “If you’re at the bottom end of generational unemployment – not just first-generation, but in some cases second- and third-generation – your assumption will be that you are not going to be employed.”

Karnavas says that when GCSEs come around, teachers are left “firefighting”, attempting to salvage a few decent results from boys facing stiff challenges from birth. This is nothing new: he argues that we could have been having a similar discussion 40 years ago. However, in a globalised world, the consequences of failure at school have become “more dramatic than they may have been in the past”, as a House of Commons education committee report warned two years ago. There is more competition for jobs than ever before. This bodes ill for white working-class boys, who now rank bottom for educational attainment in England. Their position relative both to girls and to other ethnic groups has never been lower. In the job market, poor white boys are left standing at the back of the queue.

The position of white working-class boys is falling. Ethnic minorities continue to soar: since 2005, the GCSE results of black children on FSMs have improved 50 per cent more than those of white children on FSMs. A white British boy on FSMs is now less than half as likely to get five good GCSEs as a Bangladeshi British boy on FSMs.

The gender gap, too, continues to grow. On current trends, a girl born in 2016 will be 75 per cent more likely than a boy to proceed to higher education. For the first time in history, it will become the norm for women to date and marry men with fewer educational qualifications than they have.

Back at the Malling School, Roberts is content as he lingers by the gates. “They’ve all left incredibly happy, having had a very positive day,” he says. Then he pauses, and regrets that many of the children “may not have their own bedroom or their own workspace. They may not even have books in their house.” By the time they return to school tomorrow, many boys at the Malling may have fallen even further behind. 

Tim Wigmore is a contributing writer to the New Statesman and the author of Second XI: Cricket In Its Outposts.

This article first appeared in the 15 September 2016 issue of the New Statesman, The fall of the golden generation