The war that changed us

It began with a blinding flash and promises of speedy victory. Five years on the mission far from ac

The show began with blinding flashes, heart-stopping thunder, sparks which had been palaces and hovels soaring up to decorate the night sky. The Shock and Awe military tattoo had started. It was only a few weeks until its climax as the great black evil one, suddenly floodlit, bowed to the crowd and fell slowly forward on his face.

Author, director! In flier's kit, backed by a chorus line of cute American sailors, the boss advanced downstage to harvest the cheers. "Mission accomplished!" But the noise was not all applause and was not coming from the audience and seemed, improperly, to persist. Something was wrong. Would the audience please remain in their seats until a technical problem with the exit was sorted? We are still there.

What have we done to Iraq? Until we are allowed to escape from the arena, it is impossible to look back and guess. What has Iraq done to us? Here it is easier to study the damage. The fearful act of 9/11, the utter success with which that spear of hatred pierced America's heart, left the United States a smaller country. But by joining in the retaliations for that act, Britain also became smaller. "Britishness", supposed to be a brand or a list of values, was already in a poor state. Iraq - and Afghanistan - diminished the probity and reliability of the United Kingdom in almost all its overseas dealings. In European but also Atlantic affairs, the UK has become a slighter, less interesting partner in the past five years.

At home, if that's the right term for a house that has become so draughty and noisy, democracy has diminished. In the vapid lists of "British values" served up by the Prime Minister and his supporters, "fair play" always recurs. It is not fair for civilians in Peterborough to abuse RAF men and women in uniform because of Iraq and Afghanistan. But the government has not played fair with the public, or even with the politicians, over those wars. The citizens are aware that they have been lied to and misled, that the independence of the British state has been rendered hollow, that control of the executive through parliament has become an old bedtime story told to make them close their eyes, that the five-year narrative of British military success in those two countries - still ela borated every day in the media - is no more than propaganda to conceal long-term mission failure, that a people can march in millions and be ignored.

All Blair's fault? All caused by what John Major's election team used to call the "Tango Bravo Factor"? Not entirely. Every one of these offences originated before 2003, some in new Labour's handling of power from 1997 onwards and others inherent in Britain's archaic institutions. The importance of Iraq was that it violently accelerated democratic decay and linked it to a short-term crisis in government ethics. People felt the jar of wheels falling off and asked: "Why are we being lied to?" Then they asked: "Who will tell us the truth about these wars and speak for us?" It's wrong to say that nobody did. At different moments, individuals such as Sir Menzies Campbell, Robin Cook or George Galloway spoke truth both to power and to the people. But none of them was able to wipe away the sense of national and personal humiliation that Iraq has left behind. Too many big men and women, who could and should have spoken out too, kept silent.

So Britain is smaller abroad. For the first time (as many commentators have pointed out), Britain abandoned its balance-of-power tradition and identified completely with the foreign policy of a stronger state. The UK was not the victim of 9/11 and had no direct motive for armed conflict with al-Qaeda or the Taliban, let alone with Saddam Hussein. The decision to go along with American retaliation through regime change did not defend British interests in the region but sacrificed them.

Sir Geoffrey Howe, speaking a few days after 9/11, listed four conditions that could justify American military action. These were that the action should be deterrent or self- defensive and not retaliatory, that there should be hard evidence of the target's responsibility for the 2001 atrocity, that long-term international support could be guaranteed and that any attack should be accompanied by a new effort to solve the Palestine question. None was fulfilled. Blair did attempt to link a token Middle East initiative to his support for Bush over Iraq, but it was never - could never have been - taken seriously by either Israel or the United States.

In spite of these omens, Tony Blair took Britain to war. His rhetoric changed from "humanitarian rescue" to "the defence of civilisation and civilised values". Many voices, from foreign statesmen to our own Foreign Office, tried to warn him that George W Bush and the neocons were an entirely new species of American leadership. It would be a fatal mistake to think he could steer and persuade them, as he had persuaded Bill Clinton and his White House over Kosovo in 1999.

Uncritical loyalty

Blair ignored them. The statesmen shrugged. The Foreign Office put its face in its hands, suddenly feeling very old. For 50 years, British diplomats had acted as the rearguard, preventing Britain's long retreat from power from turning into a rout. Now this! In the years that followed, the FO watched Blair govern from a sofa; few if any of its careful, brilliant position papers reached him or his inner circle. The vital connections between a prime minister and the "great offices of state" - Foreign Office, Home Office, Treasury - fell into neglect.

What has Britain got out of the Iraq War? Uncritical loyalty is always abused. The June 2003 extradition agreement deman ded by the US is a horrifying abdication of legal self-respect. Perhaps the most shaming, revealing moment came when Donald Rumsfeld placed his tactless call to London on the eve of war, suggesting that British troops were not really needed for the fighting and that if Blair was under pressure at home, they could restrict themselves to rear-area guard duties. But the British did fight, and Britain's reward has been to be loathed and dismissed throughout the Muslim world as America's poodle, to suffer a small but very painful Islamic terror campaign at home, and to lose credibility in Europe. It is noticeable, for example, that Angela Merkel and Nicolas Sarkozy are now given much warmer welcomes in Washington than British visitors; German and French opposition to the Iraq War in 2003 turns out to have cost them nothing in American attention. (One of the most stubborn British myths is that the Americans want the UK to remain semi-detached from Europe, loyally preventing the formation of a rival superstate. On the contrary, the Americans have always wanted Britain to get closer in there, and they long for a coherent EU with a single voice.)

So the wars in Iraq and Afghanistan have left the relationship less "special" than ever. Britain is weaker and more suspect in the world, and therefore less useful to American policies. Even the promised Trident warheads, token of renewed British nuclear dependence, are held up because the Americans have apparently used the wrong detergent to clean them up. Meanwhile, British forces have retreated into Basra airbase - the longest wait for a return flight in history - and in Afghanistan they do their best in a pointless war that everyone knows will be settled by a deal between the Pashtun and the other warlords.

How about the impact of the Iraq War on Britain itself? More accurately, how has this highly unpopular war affected the political climate, especially on the left? Organised pro-test against wars, especially expeditionary ones, has a long history in Britain. None of those movements succeeded, and yet the legacy of the protest has sometimes been as potent as that of the war itself. The "pro-Boer" campaigns against the South African war were a nursery for radical Liberal and socialist policies in the next generation. The "Law Not War" protest against the Suez invasion in 1956 abruptly ended the innocence of the postwar young, who had not imagined that the police could club women or that a British government could use criminal deceit to invade another nation. The Vietnam demonstrations were an induction into the social critique of the 1960s, even if the marchers learned little about Vietnam.

But "Not in My Name" was not the same as "Law Not War". To start with, these demonstrations were far bigger. They were also peaceful, marches of the non-marchers, whereas the Suez crowds tried to storm Downing Street and fought the police. Last, but very important, the Iraq protest had almost no articulation within parliamentary democracy. In 1956, the main opposition party - Labour, headed by Hugh Gait skell and Aneurin Bevan - used the whole labour movement infrastructure to pull people out on to the streets. In 2003, the Tories completely failed to recognise that the Iraq War was not a matter of "supporting our boys", but a menace to international order and a threat to their vision of Great Britain as a sovereign and independent state. A few - Malcolm Rifkind and Geoffrey Howe among them - saw what was at stake. But by refusing to support the Liberal Democrats and Labour rebels against the war, let alone to endorse the sea of outraged citizens with banners, the Conservatives betrayed their principles and, perhaps, their country.

Hate figures

War, which had rescued Margaret Thatcher's popularity in 1982, did the opposite for new Labour. Tony Blair became a hate figure in the same working-class parts of the United Kingdom that had once anchored their politics on hatred of Thatcher. But his grand "modernisation" project has driven ahead apparently undeterred; under Brown as under Blair as under Thatcher and Major, public services continue to be devolved to private speculators in spite of an accumulating pile of failures. New Labour's migration to the right leaves formations like the Scottish National Party commanding the social-democratic heights. At the 2005 elections, this convergence with the Tories made Tony Benn write in his diaries that "it's like three managing directors competing for the job of running Tesco's".

Has the war hastened the process? New Labour operates within exactly the same dialectic as Thatcher's governments did: as the state retreats from public service, so it advances its powers of social control. More "freedom of choice" for the consumer turns out to mean less freedom for the citizen. Fewer subsidies means more policemen. The Iraq War tempted the Blair governments and especially their home secretaries to snatch up the "war on terror" fantasy and use it to justify one repressive measure after another: extended detention without trial, new powers to search, bug and deport, the national identity database scheme, the crackdowns on asylum-seekers and immigrants, and all the other threatened or real erosions of civil liberty.

No wonder Baroness Thatcher said that new Labour was her greatest achievement. No wonder Tony Benn, looking back at the long disaster of the Iraq War, observes that, for the first time ever, the public has ended up to the left of a Labour government. Could this be the same party that, within months of winning power back in 1997, boldly handed over so much of the central state's authority to Scotland and Wales?

The outlook, after five years of war in Iraq and seven in Afghanistan, is dingy. Gordon Brown has missed the un repeatable opportunity for a new prime minister to de-nounce the war and promise "never again" for a slave rela tionship with an American president. Had he done so, he would have "spoken for Britain", transforming politics and his own prospects overnight. As it is, there are actually more Establishment voices in the US confessing that the Afghan and Iraq ventures are hopeless than there are in Britain. The longer we cling to false optimism, the harder it will be to extract ourselves from this mess.

And you happy, angry millions who flooded the streets five years ago - what do you feel now? "Not in My Name"? But a few days later it was done in your name, in spite of your passion. Blair pretended to take no notice; the next election did not throw him out; the killing has not stopped.

Does that mean that it's time to shrug and move on, that all passion against unjust war is futile? I don't think so. Demonstrations frighten governments more than they admit. Those who take part in them are changed, remembering a sense of strength that can last a lifetime. Meanwhile, the world has not moved on, but continues to burn; the madmen on all sides do not shrug but are laying new plots. Marchers with a passion for justice will be needed again, perhaps sooner than we think.

This article first appeared in the 17 March 2008 issue of the New Statesman, Iraq: the war that changed us

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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