How Britain wages war: John Pilger interrogates military tradition

The military has created a wall of silence around its frequent resort to barbaric practices.

Five photographs together break a silence. The first is of a former Gurkha regimental sergeant major, Tul Bahadur Pun, aged 87. He sits in a wheelchair outside 10 Downing Street. He holds a board full of medals, including the Victoria Cross, the highest award for bravery, which he won serving in the British army.

He has been refused entry to Britain and treatment for a serious heart ailment by the National Health Service: outrages rescinded only after a public campaign. On 25 June, he came to Down ing Street to hand his Victoria Cross back to the Prime Minister, but Gordon Brown refused to see him.

The second photograph is of a 12-year-old boy, one of three children. They are Kuchis, nomads of Afghanistan. They have been hit by Nato bombs, American or British, and nurses are trying to peel away their roasted skin with tweezers. On the night of 10 June, Nato planes struck again, killing at least 30 civilians in a single village: children, women, schoolteachers, students. On 4 July, another 22 civilians died like this. All, including the roasted children, are described as "militants" or "suspected Taliban". The Defence Secretary, Des Browne, says the invasion of Afghan istan is "the noble cause of the 21st century".

The third photograph is of a computer-generated aircraft carrier not yet built, one of two of the biggest ships ever ordered for the Royal Navy. The £4bn contract is shared by BAE Systems, whose sale of 72 fighter jets to the corrupt tyranny in Saudi Arabia has made Britain the biggest arms merchant on earth, selling mostly to oppressive regimes in poor countries. At a time of economic crisis, Browne describes the carriers as "an affordable expenditure".

The fourth photograph is of a young British soldier, Gavin Williams, who was "beasted" to death by three non-commissioned officers. This "informal summary punishment", which sent his body temperature to more than 41 degrees, was intended to "humiliate, push to the limit and hurt". The torture was described in court as a fact of army life.

The final photograph is of an Iraqi man, Baha Mousa, who was tortured to death by British soldiers. Taken during his post-mortem, it shows some of the 93 horrific injuries he suffered at the hands of men of the Queen's Lancashire Regiment who beat and abused him for 36 hours, including double-hooding him with hessian sacks in stifling heat. He was a hotel receptionist. Although his murder took place almost five years ago, it was only in May this year that the Ministry of Defence responded to the courts and agreed to an independent inquiry. A judge has described this as a "wall of silence".

A court martial convicted just one soldier of Mousa's "inhumane treatment", and he has since been quietly released. Phil Shiner of Public Interest Lawyers, representing the families of Iraqis who have died in British custody, says the evidence is clear - abuse and torture by the British army is systemic.

Shiner and his colleagues have witness statements and corroborations of prima facie crimes of an especially atrocious kind usually associated with the Americans. "The more cases I am dealing with, the worse it gets," he says. These include an "incident" near the town of Majar al-Kabir in 2004, when British soldiers executed as many as 20 Iraqi prisoners after mutilating them. The latest is that of a 14-year-old boy who was forced to simulate anal and oral sex over a prolonged period.

"At the heart of the US and UK project," says Shiner, "is a desire to avoid accountability for what they want to do. Guantanamo Bay and extraordinary renditions are part of the same struggle to avoid accountability through jurisdiction." British soldiers, he says, use the same torture techniques as the Americans and deny that the European Convention on Human Rights, the Human Rights Act and the UN Convention on Torture apply to them. And British torture is "commonplace": so much so, that "the routine nature of this ill-treatment helps to explain why, despite the abuse of the soldiers and cries of the detainees being clearly audible, nobody, particularly in authority, took any notice".

 

 

Arcane rituals

 

Unbelievably, says Shiner, the Ministry of Defence under Tony Blair decided that the 1972 Heath government's ban on certain torture techniques applied only in the UK and Northern Ireland. Consequently, "many Iraqis were killed and tortured in UK detention facilities". Shiner is working on 46 horrific cases.

A wall of silence has always surrounded the British military, its arcane rituals, rites and practices and, above all, its contempt for the law and natural justice in its various imperial pursuits. For 80 years, the Ministry of Defence and compliant ministers refused to countenance posthumous pardons for terrified boys shot at dawn during the slaughter of the First World War. British soldiers used as guinea pigs during the testing of nuclear weapons in the Indian Ocean were abandoned, as were many others who suffered the toxic effects of the 1991 Gulf War. The treatment of Gurkha Tul Bahadur Pun is typical. Having been sent back to Nepal, many of these "soldiers of the Queen" have no pension, are deeply impoverished and are refused residence or medical help in the country for which they fought and for which 43,000 of them have died or been injured. The Gurkhas have won no fewer than 26 Victoria Crosses, yet Browne's "affordable expenditure" excludes them.

An even more imposing wall of silence ensures that the British public remains largely unaware of the industrial killing of civilians in Britain's modern colonial wars. In his landmark work Unpeople: Britain's Secret Human Rights Abuses, the historian Mark Curtis uses three main categories: direct responsibility, indirect responsibility and active inaction.

"The overall figure [since 1945] is between 8.6 and 13.5 million," Curtis writes. "Of these, Britain bears direct responsibility for between four million and six million deaths. This figure is, if anything, likely to be an underestimate. Not all British interventions have been included, because of lack of data." Since his study was published, the Iraq death toll has reached, by reliable measure, a million men, women and children.

The spiralling rise of militarism within Britain is rarely acknowledged, even by those alerting the public to legislation attacking basic civil liberties, such as the recently drafted Data Com muni cations Bill, which will give the government powers to keep records of all electronic communication. Like the plans for identity cards, this is in keeping what the Americans call "the national security state", which seeks the control of domestic dissent while pursuing military aggression abroad. The £4bn aircraft carriers are to have a "global role". For global read colonial. The Ministry of Defence and the Foreign Office follow Washington's line almost to the letter, as in Browne's preposterous description of Afghanistan as a noble cause. In reality, the US-inspired Nato invasion has had two effects: the killing and dispossession of large numbers of Afghans, and the return of the opium trade, which the Taliban had banned. According to Hamid Karzai, the west's puppet leader, Britain's role in Helmand Province has led directly to the return of the Taliban.

 

 

Loans for arms

 

The militarising of how the British state perceives and treats other societies is vividly demonstrated in Africa, where ten out of 14 of the most impoverished and conflict-ridden countries are seduced into buying British arms and military equipment with "soft loans". Like the British royal family, the British Prime Minister simply follows the money. Having ritually condemned a despot in Zimbabwe for "human rights abuses" - in truth, for no longer serving as the west's business agent - and having obeyed the latest US dictum on Iran and Iraq, Brown set off recently for Saudi Arabia, exporter of Wahhabi fundamentalism and wheeler of fabulous arms deals.

To complement this, the Brown government is spending £11bn of taxpayers' money on a huge, pri vatised military academy in Wales, which will train foreign soldiers and mercenaries recruited to the bogus "war on terror". With arms companies such as Raytheon profiting, this will become Britain's "School of the Americas", a centre for counter-insurgency (terrorist) training and the design of future colonial adventures.

It has had almost no publicity.

Of course, the image of militarist Britain clashes with a benign national regard formed, wrote Tolstoy, "from infancy, by every possible means - class books, church services, sermons, speeches, books, papers, songs, poetry, monuments [leading to] people stupefied in the one direction". Much has changed since he wrote that. Or has it? The shabby, destructive colonial war in Afghanistan is now reported almost entirely through the British army, with squaddies always doing their Kipling best, and with the Afghan resistance routinely dismissed as "outsiders" and "invaders". Pictures of nomadic boys with Nato-roasted skin almost never appear in the press or on television, nor the after-effects of British thermobaric weapons, or "vacuum bombs", designed to suck the air out of human lungs. Instead, whole pages mourn a British military intelligence agent in Afghanis tan, because she happens to have been a 26-year-old woman, the first to die in active service since the 2001 invasion.

Baha Mousa, tortured to death by British soldiers, was also 26 years old. But he was different. His father, Daoud, says that the way the Ministry of Defence has behaved over his son's death convinces him that the British government regards the lives of others as "cheap". And he is right.

www.johnpilger.com

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 14 July 2008 issue of the New Statesman, ‘I’ll leave when I finish the job’

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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