Archives for category: International

Civil society groups from around the world expressed their opposition to the funding of for-profit schools. Three months ago, in response to protests from these groups, the World Bank withdrew its funding from Bridge International Academies, which operates for-profit schools in Africa.

Civil society groups applaud IFC’s decision to stop investing in fee-charging private schools, call on other investors to follow its lead


14 June 2022


Civil society organizations welcome the announcement from the World Bank’s International Finance Corporation (IFC) that it will not resume its investments in K-12 private schools, following the release of an independent evaluation by the World Bank Independent Evaluation Group (IEG) on the IFC’s investments in this area. In 2020, the IFC instituted a temporary freeze on all direct and indirect investments in for-profit fee-charging K-12 private schools. Following this announcement, the freeze has been extended indefinitely.


This decision reinforces the work of civil society organizations that, for years, have been monitoring and raising awareness about the negative impact of for-profit commercial schools on the achievement of the right to quality, inclusive education for all, in particular the most disadvantaged and vulnerable groups – including girls, children and youth with disabilities, and all traditionally marginalized groups. It also reinforces concerns regarding the operations of some of the transnational corporations who benefit from these investments.


In reaction, Salima Namusobya, Executive Director for the Initiative for Social and Economic Rights (ISER) in Uganda, said: “Education is a human right, it should not be treated as a commodity or a means for generating financial returns on investment in private provision of education. All children deserve to benefit from a good quality education. We celebrate this decision to cease financing for-profit education and hope that the World Bank will instead prioritize financing public education.”


Johnstone Shisanya, Programme Manager for the Education Support Programme at the East African Centre for Human Rights (EACHRights) said: “We applaud this bold action by the IFC and call on other investors to do the same. We continue to champion states’ fulfillment of quality public education for all, and we hope this decision is a sign of increased commitment by the World Bank towards supporting Kenya and other states to provide quality public education to the most marginalized and vulnerable groups as a way of guaranteeing inclusive education.”


Katie Malouf Bous, Senior Policy Advisor for Oxfam, said: “This is a massive step in the right direction for development finance. This evaluation acknowledges the potentially harmful impacts of investments in profit-oriented schools, which risk increasing inequalities in education and negatively impact public school systems. We are pleased the IEG has taken the time to do this evaluation, and we applaud the IFC for taking the findings seriously and demonstrating leadership on this issue among development finance institutions.”


Magdalena Sepúlveda, Executive Director of the Global Initiative for Economic, Social and Cultural Rights, said: “Now it’s time for other development finance institutions to consider the IEG’s findings, step up and follow the IFC’s lead. We also want to see the World Bank Group pivot to increased support to governments to build stronger and more equitable public education systems, through its public sector support.”


The IFC’s announcement was posted on the World Bank IEG’s website on Wednesday, June 8, 2022, alongside the release of the IEG’s evaluation report of IFC’s direct and indirect investments in kindergarten through grade 12 (K–12) private schools. In its response to the evaluation, IFC noted that most private K–12 schools are difficult to invest in directly, and cited a number of challenges with such investments including weak financial results and the “potential for investments in private K–12 schools to exacerbate inequalities and have unintended, undesirable spillovers into the public sector school system”.


The announcement comes less than three months after the IFC indicated that it had divested from Bridge International Academies, also known as NewGlobe Schools, a chain of for-profit schools operating in five African countries and India, after a number of complaints about the company’s operations in Kenya were filed with the IFC’s accountability mechanism, the Compliance Advisor Ombudsman (CAO).


The decision is also in line with findings from UNESCO’s Global Education Monitoring (GEM) Report 2021, which states that “profit making is inconsistent with the commitment to guarantee free pre-primary, primary and secondary education.” The IFC’s move is also consistent with previous decisions from the Global Partnership for Education (GPE) in 2019 and the European Parliament in 2018, both of which prohibited funding to for-profit commercial private schools.

Notes to editors


In 2019, more than 170 civil society organizations from 64 countries called on the World Bank Group to end support to for-profit private education.
In 2020, the IFC committed to freeze investments in for-profit K-12 schools, responding to concerns from civil society and leadership from U.S. Congresswoman Maxine Waters.


As explained in the IFC management response to the new IEG evaluation report, “this decision will encompass any new (i) direct investments or advisory services related to the provision of education in fee-charging (for-profit and not-for-profit) K–12 schools; (ii) public-private partnerships related to school privatization or the provision of education in fee-charging K–12 schools; (iii) indirect investments in fee-charging K–12 schools through private equity fund clients. IFC also does not plan to resume investment in Risk-Sharing Facilities with local banks to support their financing of K–12 private schools.”


The IFC’s accountability body, the Compliance Advisor Ombudsman (CAO), has received a series of complaints about the IFC’s investment in the commercial school chain Bridge International Academies (BIA). These include a complaint filed in April 2018 by EACHRights in Kenya on behalf of parents, students and teachers, raising valid concerns about the company’s health, safety, and labor conditions as well as economic discrimination, lack of parental inclusion, and transparency. In October 2019, CAO’s compliance appraisal report found “substantial concerns regarding the Environmental & Social outcomes of IFC’s investment in Bridge”. The final investigation report is still forthcoming.Three other cases have been filed since then, 02, 03, 04, all of which have yet to be resolved and involve the health and safety of students.


Contacts


• Annie Thériault in Lima (Oxfam) | annie.theriault@oxfam.org | +51 936 307 990
• Johnstone Shisanya in Nairobi (EACHRights) | johnstone@eachrights.or.ke | +255 735 798306 • Salima Namusobya in Kampala (ISER) | snamusobya@gmail.com | +256 772 473929
• Zsuzsanna Nyitray in Budapest (GI-ESCR) | zsuzsanna@gi-escr.org | +36 20 911 8018
Endorsements

  1. ActionAid
  2. Asociación Civil por la Igualdad y la Justicia (ACIJ Argentina)
  3. Brazilian Campaign for the Right to Education (Brazil)
  4. Centre d’Entrainement aux Méthodes d’Education Active de Côte d’Ivoire (CEMEA-CI
    Côte d’Ivoire)
  5. Coalition Éducation (France)
  6. Coalition for Transparency and Accountability in Education (COTAE Liberia)
  7. Corporate Accountability and Public Participation Africa (CAPPA Nigeria)
  8. East African Centre for Human Rights (EACHRights Kenya)
  9. Education For All Sierra Leone Coalition (EFA-SL Sierra Leone)
  10. Eurodad
  11. Global Campaign for Education (GCE)
  12. Global Campaign for Education-US
  13. Global Initiative for Economic, Social and Cultural Rights (GI-ESCR)
  14. Initiative for Social and Economic Rights (ISER Uganda)
  15. Latin American Campaign for the Right to Education (CLADE)
  16. National Campaign for Education Nepal (NCE-NEPAL)
  17. OMEP World Organization for Early Childhood Education
  18. Organisation pour la Démocratie le Développement Économique et Social (ODDES) 19. Oxfam
  19. Platform for the Defense of the Basque Public School
  20. Right to Education Initiative
  21. RTE Forum (India)
  22. Solidarité Laïque (France)

An economics and business writer at the New York Times named Peter Coy wrote an article titled “This Company Knows How to Increase Test Scores.” The article celebrates a study of a for-profit company called Bridge International Academies (renamed NewGlobe) that operates a large number of schools in Africa. Coy says the study by various American economists finds that the NewGlobe schools produce remarkable test score gains. What he doesn’t say is even more important. Civil society groups from across Africa and elsewhere urged the World Bank to stop investing in for-profit schools. The World Bank announced three months ago that it would no longer invest in the company praised in this article.

Coy begins:

Some of the world’s most successful educational techniques are being applied today in Kenya, Uganda, Liberia, Nigeria, Rwanda and India, in schools serving poor children that are run or advised by NewGlobe Schools, a company founded by Americans with headquarters in Nairobi, Kenya. These techniques deserve to be applied more widely, including in wealthy nations such as the United States.

A new study led by a Nobel laureate economist, Michael Kremer of the University of Chicago, found that in Kenya, enrolling in schools run by NewGlobe for two years increased test scores by an amount equal to being in school for an additional 0.89 year for primary school pupils, and to being in school an extra 1.48 years for pre-primary pupils. The poorest children improved the most.

The secret of NewGlobe’s success? Standardization. Every lesson is completely scripted and standardized. The teachers are told what to say and they say it. Most of the teachers are not high school graduates; they are not certified. They are paid less than union teachers. Yet the students get higher test scores! A reformer’s dream!

Coy compares these privately-run schools to the large KIPP chain (which, as I understand it, having visited KIPP schools, is not standardized, and whose results are not always as good as regular public schools) and to New York City’s Success Academy, a chain that has very high test scores but also very high student attrition and very high teacher turnover.

Coy writes:

“The test score effects in this study are among the largest observed in the international education literature, particularly for a program that was already operating at scale, exceeding the 99th percentile of treatment effects of large-scale education interventions,” Kremer and his colleagues found.

NewGlobe clearly has built a better mousetrap, but it has taken a while for the world to beat a path to its door. It has encountered multiple obstacles, including from the U.S. Congress, although it is gradually winning followers.

One reason for the slow uptake in the early going was resistance from teacher unions, including the Kenyan National Union of Teachers. During the period studied, NewGlobe paid teachers only one-third to one-fifth of what Kenyan public school teachers were earning. Many of its initial recruits didn’t have teaching certificates. (NewGlobe says it adapted to the government requirements as they changed over time.)

Here is the study. The title: “Can Education Be Standardized?” The authors believe it can and should be.

Here is the abstract:

We examine the impact of enrolling in schools that employ a highly-standardized approach to education, using random variation from a large nationwide scholarship program. Bridge International Academies not only delivers highly detailed lesson guides to teachers using tablet computers, it also standardizes systems for daily teacher monitoring and feedback, school construction, and financial management. At the time of the study, Bridge operated over 400 private schools serving more than 100,000 pupils. It hired teachers with less formal education and ex- perience than public school teachers, paid them less, and had more working hours per week. Enrolling at Bridge for two years increased test scores by 0.89 additional equivalent years of schooling (EYS) for primary school pupils and by 1.48 EYS for pre-primary pupils. These effects are in the 99th percentile of effects found for at-scale programs studied in a recent survey. Enrolling at Bridge reduced both dispersion in test scores and grade repetition. Test score results do not seem to be driven by rote memorization or by income effects of the scholarship.

Here are a few quotes from the Kremer et al study:

Three-quarters of teachers in public and private schools had acquired more than a secondary school education compared to just under one-quarter of teachers in Bridge schools. Relative to public school teachers, Bridge teachers were younger, less experienced, and more likely to be novice (first-year) teachers. On average, their total compensation amounted to between one fifth and one third of the average public school teachers total compensation and approximately the same as teachers in other private schools serving this population. They worked longer hours, including Saturdays...

Subsequent to the period analyzed in our study, Bridge’s parent company NewGlobe reduced the number of private schools operated by Bridge from 405 to 112, and launched a new model in which it primarily acts as a service provider to governments. Under this model, which now accounts for the bulk of students reached by NewGlobe, teacher qualification, compensation, and working conditions follow standard public sector guidelines; governments similarly set curricular, school infrastructure, and child safety standards, and costs of standardization are covered by the state rather than through fees to parents.

Note that Bridge has changed its main model, the one lauded by the Kremer study and Peter Coy. Why is Coy waxing enthusiastic about a model that has been downsized? Bridge dramatically reduced the number of for-profit private schools (where families had trouble paying $5 or more a month, and students were suspended for non-payment of fees). Instead it now has inserted its standardized model into the public sector, where its costs are paid by the government, not families, and it has to meet standards set by the government. But its costs are far beyond what these governments can afford to pay. Coy missed that detail.

Another study of Bridge schools in Liberia was discouraging for Bridge. The condition of the free public schools in Liberia was dismal, which paved the way for outsourcing of schools to private management. About 25% of students in fifth grade could not read a single word in the public schools. It should not be hard to beat that low bar. The study found:

Outsourcing the management of 23 randomly-selected government primary schools in Liberia to Bridge International Academies led to learning gains of 0.35σ after three years, equivalent to reading roughly 2.2 additional words per minute. Beyond learning gains, Bridge increased dropout by more than half and reduced transition to secondary school (overall, Bridge had a -6.53 percentage point effect on the probability of being enrolled in any school after three years). Bridge had no statistically significant impact on corporal punishment and failed to reduced sexual abuse. Overall, any assessment of outsourcing public schools to Bridge must weigh its modest learning gains against its high operating costs and negative effects on access to education via increased dropout.

Bridge raised test scores, but the dropout rate was high, which probably increased test scores. Bridge was too expensive for the Liberian government: in its first year, it cost $640 per year. By year three, the Bridge cost was down to $161 per pupil. The Liberian government’s goal is $50 per pupil per year. This model does not look like the money-maker that its sponsors envisioned.

I first learned about Bridge International Academies when I read an article in the New York Times Magazine called “Can a Tech Start-Up Successfully Educate Children in the Developing World?” An American couple, Shannon May and her husband Jay Kimmelman, along with a third partner, had the audacious idea that a company that provided $5 a month private schools could dramatically disrupt education in Africa while creating a billion-dollar corporation. What was not to like?

Just as titans in Silicon Valley were remaking communication and commerce, Bridge founders promised to revolutionize primary-school education. ‘‘It’s the Tesla of education companies,’’ says Whitney Tilson, a Bridge investor and hedge-fund manager in New York who helped found Teach for America and is a vocal supporter of charter schools.

The Bridge concept — low-cost private schools for the world’s poorest children — has galvanized many of the Western investors and Silicon Valley moguls who learn about the project. Bill Gates, the Omidyar Network, the Chan Zuckerberg Initiative and the World Bank have all invested in the company; Pearson, the multinational textbook-and-assessment company, has done so through a venture-capital fund.

The company’s pitch was tailor-made for the new generation of tech-industry philanthropists, who are impatient to solve the world’s problems and who see unleashing the free market as the best way to create enduring social change.

The basic idea of the Bridge Schools was standardization. The lessons were written by charter school teachers in Cambridge, Massachusetts, then read out loud by Bridge teachers on an e-reader in their classroom. Every teacher taught the same lesson at the same time in the same way, as instructed.

The new study says the concept works. However, it has run into political obstacles. The Bridge idea is opposed not only by teachers’ unions but by every civil society organization in Africa, which opposed the concept of privatizing African public schools. No matter how poorly resourced they are now, they will be destroyed by privatization. If the private companies can”t make money, how long will they stay?

I shared the new Kremer paper with an eminent economist, who responded, in part:

This approach seems crazy to me. Read section 9 of the paper which describes and explains the dramatic downsizing of the endeavor. That section confirms my initial response that the Bridge approach is ultimately likely to do far more harm than good. Shouldn’t young children have an opportunity to learn through play and personal engagement? Moreover, how does the approach deal with the fact that children develop at different rates and have different talents? And why would anyone who cares about children want to teach in such an environment? This is all very scary and disturbing.

Bill Gates and Mark Zuckerberg can’t be pleased to see that the model they funded has been reduced from 405 schools to 112 schools. The pupils it is supposed to serve can’t afford the fees. Nor can the governments in the nations where they are located.

Peter Coy should read more carefully before he touts an experiment that has already failed.

We are told again and again by libertarians that the free market solves all problems.

In Africa, it failed to provide better education at a price that families or governments can afford. Africa desperately needs more money for education, not for profits.

Bridge (NewGlobe) is not a model for American schools or the schools of any other nation.

Standardization is for electrical outlets and machines, not for children, teachers and education.

The Washington Post reports that Putin feels increasingly confident that he can win a long war of attrition in Ukraine because public opinion in the West will turn against support for Ukraine due to inflation and the high cost of gasoline. By contrast, he controls public opinion in Russia and continues to enjoy the economic security provided by oil and gas exports.

We can expect that Russian propaganda will exacerbate divisions in the U.S. and Europe.

Russian President Vladimir Putin is digging in for a long war of attrition over Ukraine and will be relentless in trying to use economic weapons, such as a blockade of Ukrainian grain exports, to whittle away Western support for Kyiv, according to members of Russia’s economic elite.

The Kremlin has seized on recent signs of hesitancy by some European governments as an indication the West could lose focus in seeking to counter Russia’s invasion of Ukraine, especially as global energy costs surge following the imposition of sanctions on Moscow.

Putin “believes the West will become exhausted,” said one well-connected Russian billionaire, speaking on the condition of anonymity for fear of retribution. Putin had not expected the West’s initially strong and united response, “but now he is trying to reshape the situation and he believes that in the longer term he will win,” the billionaire said. Western leaders are vulnerable to election cycles, and “he believes public opinion can flip in one day.”

The embargo on Russia’s seaborne oil exports announced by the European Union this week — hailed by Charles Michel, president of the European Council, as putting maximum “pressure on Russia to end the war” — would “have little influence over the short term,” said one Russian official close to Moscow diplomatic circles, also speaking on the condition of anonymity for fear of retribution. “The Kremlin mood is that we can’t lose — no matter what the price…”

The populations of E.U. countries “are feeling the impact of these sanctions more than we are,” Kremlin spokesman Dmitry Peskov said in an interview with The Washington Post. “The West has made mistake after mistake, which has led to growing crises, and to say that this is all because of what is going on in Ukraine and what Putin is doing is incorrect.”

This posture suggests that the Kremlin believes it can outlast the West in weathering the impact of economic sanctions. Putin has little choice but to continue the war in hopes the Ukraine grain blockade will “lead to instability in the Middle East and provoke a new flood of refugees,” said Sergei Guriev, former chief economist at the European Bank for Reconstruction and Development.

The Kremlin’s aggressive stance seems to reflect the thinking of Nikolai Patrushev, the hawkish head of Russia’s Security Council, who served with Putin in the Leningrad KGB and is increasingly seen as a hard-line ideologue driving Russia’s war in Ukraine. He is one of a handful of close security advisers believed by Moscow insiders to have access to Putin. In three vehemently anti-Western interviews given to Russian newspapers since the invasion, the previously publicity-shy Patrushev has declared Europe is on the brink of “a deep economic and political crisis” in which rising inflation and falling living standards were already impacting the mood of Europeans, while a fresh migrant crisis would create new security threats.
“The world is gradually falling into an unprecedented food crisis. Tens of millions of people in Africa or in the Middle East will turn out to be on the brink of starvation — because of the West. In order to survive, they will flee to Europe. I’m not sure Europe will survive the crisis,” Patrushev told Russian state newspaper Rossiiskaya Gazeta in one of the interviews…

With risks growing for all sides, “it is going to be a war of attrition from the economic, political and moral point of view,” the Russian official said. “Everyone is waiting for autumn,” when the impact of sanctions will hit the hardest, he said.


So far, however, with Ukrainian President Volodymyr Zelensky estimating Kyiv needs $7 billion in aid a month just to keep the country running, Putin appears to be betting on the West blinking first, the former U.S. government official said. Putin’s “goal of subjugating Ukraine and eventually placing a Russian flag in Kyiv has not changed.”

This is truly a noble gesture by an independent Russian journalist whose publication was closed by V. Putin. He says the Nobel Prize should have gone to Alexei Navalny, the bold leader of the opposition to Putin, who was imprisoned for nine years for opposing Putin; Navalny was warned a few days ago that another 15 years may be added to his prison sentence, just because…

After winning the Nobel Peace Prize last October, the Russian journalist Dmitri A. Muratov said he thought the honor should have gone to a different Russian: the jailed opposition leader Aleksei A. Navalny.

Mr. Muratov, the editor of the independent newspaper Novaya Gazeta (who shared the prize with the journalist Maria Ressa of Rappler, a news outlet in the Philippines), later announced that he would donate his roughly $500,000 in prize money to support various charitable causes.

And now, Mr. Muratov — whose paper suspended publication in late March, saying Russia’s increasingly draconian press laws made it impossible to truthfully cover the war in Ukraine — is giving away the 23-karat gold Nobel medal itself.

On June 20, the medal will be sold in New York by Heritage Auctions. All proceeds will go to UNICEF.

Robert Hubbell is a blogger who writes consistently insightful, common sense commentaries. In this one, he makes an important point. What happened to outrage?

I recall when presidential candidate Senator Gary Hart of Colorado dropped out of the race after the press got photos of him on a boat with a woman who was not his wife. Imagine that! I remember when a president (Nixon) was forced to resign his office because he lied about his role in burgling the offices of the Democratic National Committee. At least official Washington had public standards of behavior. Republican Senator Howard Baker of Tennessee was as appalled by Nixon’s behavior as members of the other party. Yet Lamar Alexander, who claimed Baker as his role model, twice refused to vote to impeach Trump for violating his oath of office and for actions far more dangerous than anything Nixon did, even though Alexander was retiring.

Hubbell wrote this before the Uvalde school massacre. Watch the process: Americans are outraged. The media are outraged. What happens next? Our attention shifts. Uvalde fades, as Sandy Hook faded, as Parkland faded, as Buffalo will fade.

The capacity for outrage—in the political class, in the media, and in the public— seems to have vanished.

Hubbell writes:

“The apparent death of outrage is one factor driving many Americans to distraction, if not despair. Stories that would have shaken the foundations of democracy a decade ago barely reverberate for a single news cycle today. Quick! Answer this question: What was the biggest story of last Friday (as in two days ago)? It is that the wife of a sitting Supreme Court justice actively encouraged Arizona legislators to overthrow the Constitution by appointing fraudulent electors. The January 6th Committee previously discovered that Ginni Thomas forwarded emails from other election deniers to members of the Trump administration, but the most recent revelation clarifies that Ginni Thomas was a direct participant in the plot to subvert democracy. But by Sunday evening, the story has dropped from the pages of every major newspaper in America.

And, of course, Justice Clarence Thomas reviewed Mark Meadows’ request to block the disclosure of emails and texts from Ginni Thomas about the attempted coup. Before the endless stream of Trump scandals killed outrage, those facts would have prompted Justice Thomas to submit his resignation and spend the remainder of his life in solitude and shame. Instead, Thomas is on a revenge tour at the Antonin Scalia School of Law, where he is scolding women for protesting an impending decision that will grant state governments control over their reproductive choices.

Over the weekend, Senator Rick Scott couldn’t find the decency to say that leaders of the GOP should condemn white supremacy. Talking Points Memo, Scott Deflects On Whether GOPers Should Condemn White Nationalism. Scott agreed that racism was bad and that “all Americans” should condemn “any hate” and “any white supremacy,” but repeatedly dodged the question of whether Republican leaders had a responsibility to do so. Instead, he volunteered that “We have to stop asking people on government forms for their skin color” and “every Senate candidate on both sides is going to decide what is important to them”—evasions that leave room for his Republican colleagues to wink-and-nod to white supremacists on the campaign trail.

Also over the weekend, the Conservative Political Action Conference (CPAC) held its annual meeting in Hungary so that Hungarian Prime Minister Viktor Orbán could lecture aspiring American autocrats on how to subvert “illiberal democracy.” The panel of speakers included Trump, Tucker Carlson, and a Hungarian journalist infamous for writing that Jews are stinking excrement,” that Roma are “animals,” and that Black people are [unprintable]. See Times of Israel, Hungarian journalist who called Jews’ stinking excrement’ addresses CPAC conference. Do either Trump or Carlson feel any need to distance themselves from the reprehensible views of their co-presenter? Ha! It was not worth the electrons to type that rhetorical question on my laptop.

On Friday of last week, Louisiana Senator Bill Cassidy attempted to explain away the high maternal mortality rates in his state. Cassidy made the following repugnant statement:

About a third of our population is African American; African Americans have a higher incidence of maternal mortality. So, if you correct our population for race, we’re not as much of an outlier as it’d otherwise appear.

See Business Insider, Maternal death rate isn’t as bad if you don’t count Black women, GOP senator says. Cassidy’s statements were so offensive it is difficult to know where to begin. To be clear, Louisiana’s maternal death rate among Black women is worse than the maternal death rate for Black women in other states, so Cassidy’s racist statistics are wrong. But what does Cassidy mean, “if you correct our population for race?” By “correcting” for race, Cassidy clearly implies that the “correct” race in Louisiana is white. But Cassidy’s comments have been largely ignored by the mainstream media.

And then there is Dr. Oz, who went out of his way on election night thank Fox News personality Sean Hannity for helping his campaign. That would be the same Sean Hannity who was busy trashing one of Dr. Oz’s opponents in the primary (the late-surging Kathy Barnette) as Hannity acting as a a “behind the scenes advisor” to Oz. See Dan Rather and Elliot Kirschner in Steady, Crossing the Line. Rather and Kirschner write that Fox News “is a functional arm of the Party of Trump.” Does anyone care? As Rather astutely observes,

Needless to say, if a reporter at a news organization other than Fox supported a candidate with half as much complicity as Hannity did Dr. Oz, it would be grounds for immediate termination. Not surprisingly, at Fox News, Hannity’s actions don’t even earn a slap on the wrist.

And therein lies the problem: The capacity for outrage is becoming a one-way street. Hannity can break all rules of journalistic independence, and no one cares. Senator Cassidy can suggest that Blacks are not part of Louisiana’s “correct” race, and no major mainstream sources bother to report on the comments. The wife of a Supreme Court justice can encourage insurrection, and the justice goes on the attack against “liberals.” But . . . If any of those situations were reversed such that a liberal journalist, Democratic Senator, or liberal justice was involved, the outrage from the right would be unending, unforgiving, and shrill.

We must not lose our capacity for outrage. We cannot allow insurrection to be normalized. We cannot allow the sheer volume and velocity of GOP scandals to overwhelm and exhaust us. Indeed, we must recognize that conservatives try to turn outrage to their benefit by making more of it—to provoke “outrage fatigue.”

The wife of a supreme court justice participated in an attempted coup. That fact is outrageous and should matter to every American and should remain on the front pages of every newspaper in America until the justice resigns or recuses himself from all election-related cases.

More one-sided reporting in WaPo.

The Washington Post is running a story in its Monday edition, Democrats See Headwinds in Georgia, and Everywhere Else. The subheader says that Democratic candidates will “be running against President Biden’s low ratings as well as their G.O.P. rivals.” The article accurately reports on the challenges facing Democrats but does not acknowledge that Republicans are led by a twice-impeached failed coup-plotter who insists on absolute allegiance to a disproven conspiracy theory and has led the effort to deny women the right to control their reproductive choices.

About two-thirds of the way through the story, the author makes a nod to the difficulties faced by the GOP—but only by describing comments from a Republican voter:

[Democrats] need to do more to communicate clearly with voters that they are a steady hand at the wheel of getting the economy back on track for people.” Ms. Bourdeaux said. But she, too, saw a chance to draw a sharp contrast with what she described as ascendant far-right Republicans. “The other side, candidly, has lost its mind,” she said, pointing to efforts to restrict voting rights and abortion rights.

Hmm . . . if a Democratic voter had said that the Democratic Party “has lost its mind,” that would be the headline in the article. Oh, and here is the clincher: The author concedes near the end of the article that “Most polling shows a close race for [Georgia] governor and Senate, with a slight Republican advantage.”

Got that? The races for Governor and Senator in Georgia are “close,” but the story focuses on “headwinds” faced by Democrats because of the economy and Biden, with almost no mention of the challenges for the GOP created by an out-of-control Trump, reversal of Roe v. Wade, and unrestrained concealed carry of handguns by June.

More accurate headlines for the article could include, “One reporter’s attempt to trash the Democrats by rehashing the economy and Biden’s favorability ratings” or “According to one Republican voter, ‘The GOP has lost its mind.’” I will let you choose your favorite headline or suggest alternatives in the Comments section or by reply email to me.

Concluding Thoughts.

There is an old joke that goes like this: “I just flew into Las Vegas and, boy, are my arms tired.” My wife and I just spent forty-eight hours taking care of one granddaughter while simultaneously pinch-hitting with a second granddaughter for eight hours on Saturday, and boy, are my arms tired! It was tough writing the newsletter tonight because I could not get the words of the literary classic Good Dog Carl Visits the Zoo out of my mind. (Reading a book out-loud dozens of times over the course of forty-eight hours will do that to you.) A sign of my desperation is that I was delighted to take a mental break by watching The Little Mermaid after failed multiple failed attempts to get our granddaughter to take a nap. Let me say that The Little Mermaid is an underappreciated classic that deserves a place alongside The Godfather and Citizen Kane (at least that’s how I feel tonight).

In lieu of my own closing thoughts (which are often the most challenging part of the newsletter to write), I include a list of Democratic candidates to support, supplied by Ellie Kona. Many of you may know Ellie as a frequent commenter on Heather Cox Richardson’s newsletter on Substack, Letters from an American. Per Ellie, “Here is a handy-dandy list of Dems to support, along with their Twitter handles (courtesy of Nick Knudsen):

PA Gov: @JoshShapiroPA

PA Sen: @JohnFetterman

PA Lt Gov: @AustinDavisPA

NC Sen: @CheriBeasleyNC

NC-01: @DonDavisNC

NC-13: @wileynickel

OR Gov: @TinaKotek

OR-04: @ValHoyle

OR-06: @AndreaRSalinas

Provided by NickKnudsen at DemCast

We have seen plenty of movies about life in a dictatorship, but this video shows you the real thing. A well-known Russian pianist, Alexei Lubimov, announced a concert a few months ago. He planned to play a work by a famous Ukrainian composer, Valentin Silvestrov, and another by Schubert.

As he was playing, with great brilliance, the police arrived to stop the concert. The pianist insisted on finishing the piece he was playing. As the two policemen stood there, the audience applauded vigorously. Then the police told him they had reports of a bomb on the premises, and they had to stop the performance until bomb-sniffing dogs arrived. The dogs arrived two hours later.

The concert was stopped.

Lisa Pelling wrote this article, which appeared in the Swedish publication Social Europe. She directs Arena Ide, a progressive think tank in Stockholm, Sweden.

Lisa Pelling explains how ‘freedom of choice’ has wrought a vicious circle of inequality and underperformance.

Think of a caricature of a capitalist couple and you can picture the front page of the leading Swedish daily, Dagens Nyheter, earlier this year. A man with a tailormade suit and an 80s style attaché portfolio. Next to him, a woman in high heels, silk skirt and large, silver fur coat. Big confident smiles.

Sadly, the portrait of Hans and Barbara Bergström was not a cartoon but an illustration of the current Swedish school system. The photo accompanied an article on what was once a cherished social institution and a source of national pride, which has become a profitable playing field for corporate interests and the creation of immense private wealth.

Barbara Bergström, founder of one of Sweden’s largest school corporations, with 48 schools across Sweden, and her husband, former editor-in-chief of Dagens Nyheter—and a long-time lobbyist for the privatisation of schools—are two of the people who have made a fortune running publicly funded schools in Sweden. When Barbara sold shares in her school empire to American investors a few years ago, she earned 918 million krona (almost €90 million). Her remaining shares are now worth another €30 million.

Voucher system

This is money made entirely from public funds. Private schools in Sweden are funded not by tuition fees, but by a ‘free choice’ voucher system introduced by a conservative government in 1992.

This year, that radical reform of Sweden’s school system turns 30. Ideologically conceivedby Milton Friedman, the system is under increasing criticism. Not only because no other country in the world has chosen to copy it, but also because the downsides have become so evident. In particular, school boards across the country are increasingly aware that the owners of private schools treat them as profitable businesses—at the expense of the public schools.

A controversial social-democrat governance reform in 1991 abolished the state-run schooling system. Since then, municipalities have been in charge of public schools in Sweden and all municipalities are by law obliged to hand out school vouchers (equivalent to the cost of municipal schools) to private schools for each pupil they accept.

Picking the most profitable

It sounds fair: all pupils get a voucher (‘a backpack full of cash’) and all get to choose. Yet individual pupils’ needs are different and, while the municipal school has to cater for all children’s needs, private schools can pick the most profitable pupils—and still receive the same funding.

Municipalities have a legal responsibility to provide children with access to education close to where they live, be that in a small town or remote village. For-profit schools do not have such an obligation and can establish themselves in the city centre.

Nor can municipalities turn pupils down. For-profit schools do this all the time: they put pupils on a waiting list and accept only a profitable quota. Since the largest costs in schools—teachers and classrooms—are more or less fixed, maximum profits stem from maximising the number of pupils per teacher and per classroom. Waiting lists allow pupils to be queued (while attending the default municipal school) until a full (in other words, profitable) classroom can be opened.

Vicious circle

This creates a vicious circle. While private for-profit schools operate classrooms with 32 pupils (with the funding from 32 vouchers), municipalities have to run schools where classrooms have one, two or maybe five pupils fewer. Less money per teacher and per classroom mathematically increases the average cost per pupil.

If the cost per pupil for the municipality rises in its schools, the private schools are legally entitled to matching support—even if their costs have not risen. Public schools lose pupils, and so funding, to for-profit schools, while their consequently rising cost per pupil delivers a further funding boon to the private schools—which, with the help of this additional support, become even more attractive. All the while public schools are drained of much-needed resources and so the downward spiral continues.

Inevitably, it is mostly privileged kids who are able to exercise their right to attend private schools, so socially-disadvantaged pupils are left in the public schools. This not only favours inequality of performance between schools but also lowers the overall average—high-performing Finland, by contrast, has very low performance gaps between its schools.

Andreas Schleicher, head of the directorate for education and skills at the Organisation for Economic Co-operation and Development, used to ‘look to Sweden as the gold standard for education’. Now, he writes, ‘the Swedish school system seems to have lost its soul’. No other country has experienced such a rapid fall in performance in the OECD’s Programme for International Assessment (PISA) league table as Sweden, paired with increasing knowledge gaps between schools. And all the while school segregation is increasing, not only in big cities, but in mid-sized towns as well.

In her seminal The Death and Life of the great American School System, Diane Ravitch describes how making ‘freedom of choice’ the ‘overarching religion’ benefits few and harms many, destroying the public school system. What should be a public service is abused by parents who seek a (white, non-working class) segregated refuge for their children.

Huge funds to spend

It might seem unlikely that the Swedish school system would be an inspiration to anyone anywhere. But Swedish private schools are highly profitable, their owners have huge funds to spend and they are eager to meet upper- and middle-class demands for social segregation by expanding their corporations abroad.

Academedia, the largest private education provider in Sweden, is established in Norway and has 65 preschools in Germany. It recently reported to investors that it was preparing to launch an apprenticeship programme in the United Kingdom and expand its preschools into the Netherlands. Barbara Bergström’s Internationella Engelska Skolan already owns seven schools in Spain.

The Bergströms’ foundation, meanwhile, has donated SEK60 million to establish a ‘professorship in educational organization and leadership’ at the Stockholm School of Economics. Friedman would have been impressed.

For many years, I have been interested in the history of the Soviet Union. I found it fascinating to read about the origins of the Russian Revolution and the development of a totalitarian state, in which all freedoms were ruthlessly stamped out, and fascinating to read about the creation of a vast propaganda machine that fooled so many gullible people in the West. I read the works of dissidents like Andrei Sakharov and poets whose works were banned. I was always curious about the “cult of personality” that enabled one man to rule a vast territory with his whims. Stalin ruled as a cruel tyrant, yet millions of innocents idolized him. Why do people obey a Stalin or Hitler? How do they manage to get unlimited power? Why do people admire Trump, who is obviously a liar and a blowhard who cares about no one but himself?

In the 1980s, I read many books about American support for the USSR and the debates about Whittaker Chambers and Alger Hiss. I even attended a rowdy debate at Town Hall in New York City between supporters of the Rosenbergs (Julius and Ethel) and their critics. I suppose I became fascinated because of having worked at The New Leader, a small democratic socialist magazine in New York City that was founded by Mensheviks, where the debates were endless, and where I encountered not only Mensheviks, Trotskyists, Schachtmanites, Cannonites, Lovestoneites, and other schismatic groups. I also learned that Al Shanker’s secretary Yetta was married to Max Schachtman, one of the leaders of a dissident leftist group. I was only 22, and it was my first job after graduating from college. Office chatter at The New Leader introduced me to a world that I had never known existed as a kid growing up in Houston, not even in college at Wellesley in Massachusetts. At one point, I was asked to pick up an article at the apartment of Boris Nicolaevsky on the Upper West Side of Manhattan. I went to the building, then to his apartment, and when I rang the bell, the door opened slightly, behind a privacy chain. I barely caught a glimpse of his face. He quickly slipped the typewritten pages to me and closed the door. I did not know anything about him. Thanks to Wikipedia, I discovered his history. He was a historic figure, but no one told me.

This article, about the disapppearance of a black man in Russia, is one of the best I have read in recent years. It was written by Joshua Yaffa and published in The New Yorker. It is long, but well worth reading.

In the spring of 1936, Lovett Fort-Whiteman, an African American man from Dallas, Texas, vanished in Moscow. He had lived in the Soviet Union for nearly a decade, most recently with his wife, Marina, a Russian Jewish chemist, in a cramped apartment around the corner from the Central Telegraph building. By then, a half-dozen African Americans had settled in Moscow permanently. Even among them, Fort-Whiteman, who was forty-six, was a striking sight. He wore knee-high boots, a black leather cap, and a belted long shirt in the style of Bolshevik commissars. Homer Smith, a Black journalist from Minneapolis and Fort-Whiteman’s close friend in Moscow, later wrote, “He had adopted the practice of many Russian Communists of shaving his head, and with his finely chiseled nose set into a V-shaped face he resembled a Buddhist monk.”

Nearly two decades had passed since the Bolshevik Revolution established the world’s first Communist state, a society that promised equality and dignity for workers and peasants. In the Soviet Union, racial prejudice was considered the result of capitalistic exploitation, and, for the Kremlin, countering racism became a question of geopolitical P.R. Throughout the nineteen-twenties and thirties, dozens of Black activists and intellectuals passed through Moscow. Wherever they went, Russians would give up their place in line, or their seat on a train—a practice that an N.A.A.C.P. leader called an “almost embarrassing courtesy.” In 1931, after the so-called Scottsboro Boys—nine Black teen-agers falsely accused of raping two white women in Alabama—were put on trial, the American Communist Party provided pro-bono legal defense, and rallies in their support were held in dozens of cities across the Soviet Union. Two years later, Paul Robeson, the singer, actor, and activist, visited Moscow and remarked, “Here, for the first time in my life, I walk in full human dignity.”

Homer Smith eventually published a memoir, “Black Man in Red Russia,” in which he described Fort-Whiteman as one of the “early Negro pilgrims who journeyed to Moscow to worship at the ‘Kaaba’ of Communism.” Fort-Whiteman, Smith went on, was a “dyed-in-the-wool Communist dogmatist” who once said that returning to Moscow after a trip to the U.S. felt like coming home.

By the mid-thirties, however, the exuberance of Moscow’s expat community had begun to wane. In 1934, Sergei Kirov, a leading Bolshevik functionary, was shot dead in Leningrad. Joseph Stalin, who had spent the previous decade consolidating power, used the event to justify a campaign of purges targeting the Communist élite. Foreigners, once fêted, became objects of suspicion. “The broom had been sweeping steadily,” Smith, who attended the hearings for a number of high-profile defendants, wrote. “Thousands of lesser victims, I knew, simply disappeared or were liquidated without benefit of trial.”

Fort-Whiteman had become a polarizing figure. He could be pedantic and grandiose, with a penchant for name-dropping. “He did his best to proselytize and indoctrinate,” Smith wrote. Increasingly, Fort-Whiteman came to argue that the Communist Party, in order to win more support among African Americans, must acknowledge that racism, as much as social class, fuelled their plight. For Marxist ideologues, this was heresy.

One day, Smith stopped by Fort-Whiteman’s apartment. He knocked a few times, and finally Marina opened the door. “Is Gospodin Fort-Whiteman at home?” Smith asked, using the Russian honorific. Marina was clearly on edge. “No, he isn’t,” she said. “And I beg you never to come here looking for him again!” From his reporting on the purges, Smith could reasonably assume the worst. He later wrote, “I had been living in Russia long enough to understand the implications.”

Like many African Americans in the early twentieth century, Fort-Whiteman’s life was directly shaped by the atrocities of the antebellum South. His father, Moses Whiteman, was born into slavery on a plantation in South Carolina. Shortly after Reconstruction, he moved to Dallas and married a local girl named Elizabeth Fort. They had a son, Lovett, in 1889, and then a daughter, Hazel. When Fort-Whiteman was around sixteen, he enrolled at the Tuskegee Institute, the historically Black university in Alabama, then led by Booker T. Washington. Moses died a few years later, and Elizabeth and Hazel moved to Harlem. Fort-Whiteman eventually came, too, finding work as a bellhop and moonlighting as an actor in a Black theatre troupe.

In his mid-twenties, he went to Mexico, entering without a passport, and headed for the Yucatán. The Mexican Revolution was under way, with upstart anarchist and socialist movements confronting the wealthy landowning class. By the time Fort-Whiteman returned to Harlem, four years later, in 1917, he was a committed Marxist.

In Russia, it was the year of the October Revolution, in which Vladimir Lenin and the Bolsheviks, after the abdication of Tsar Nicholas II, seized power and declared a dictatorship of the proletariat. In the U.S., the appeal of Communism for many immigrants and ethnic minorities was obvious: few other political philosophies at the time held out the possibility of full equality. “It can be difficult for many who think of the Soviet Union through the lens of Stalinism or the ‘evil empire’ to recognize all it seemed to offer African Americans,” Glenda Gilmore, the author of the 2008 book “Defying Dixie,” a history of the radical roots of the civil-rights movement, told me. “They weren’t delusional but, rather, thinking quite practically.”

In the years that followed, Fort-Whiteman returned to acting and began publishing theatre criticism and short fiction in The Messenger. His stories were richly imagined and often laced with a brash disregard for the era’s racial mores. In “Wild Flowers,” Clarissa, a Northern white woman with “a slight but well-knit figure,” has an affair with Jean, a Black man from the South “of pleasing countenance, and in the early flush of manhood.”Eventually, Clarissa gets pregnant, and she tries to hide the affair by accusing her husband of harboring Black ancestry.

As soldiers returned from the First World War, increased competition for jobs and housing contributed to rising racial tensions in the United States. During the summer of 1919, some twenty-six race riots broke out across the country. In Chicago, a Black teen-age boy who drifted on a raft into a whites-only area of Lake Michigan was attacked with rocks and left to drown by a crowd of white bathers. In the violent aftermath, hundreds of Black businesses and homes on the South Side were destroyed, and nearly forty people were killed.

Fort-Whiteman set off on a speaking tour, in the hope that this nationwide spasm of racist violence, known as the Red Summer, would open up African Americans to his radical message. A labor organizer from Illinois compared him to “a man carrying a flaunting torch through dry grass.” Fort-Whiteman was detained in Youngstown, Ohio, after trying to convince Black laborers to join striking steelworkers. He drew a meagre audience in St. Louis, where the police arrested him, boasting to the local papers that they had busted the “St. Louis Soviet.”

Fort-Whiteman eventually caught the attention of the Bureau of Investigation, soon to become the F.B.I. In February of 1924, an agent named Earl Titus, one of the first African Americans to work at the Bureau, saw Fort-Whiteman speak in Chicago. As Titus wrote in his report, Fort-Whiteman told the crowd that “there is nothing here for the negro, and that until they have a revolution in this country as they have had in other countries, the negro will be the same.” Fort-Whiteman added that he “would like very much to go to Russia.”

“Let’s eat somewhere that isn’t so touristy.”

Four months later, at the age of thirty-four, he got his chance: he was selected as a delegate to the Fifth World Congress, the preëminent gathering of the Communist International, to be held that summer in Moscow.

On arrival, Fort-Whiteman and other delegates to the Comintern, as the Communist International was known, were taken to Lenin’s mausoleum, on Red Square. The father of the Revolution had died six months earlier, and his body lay in perpetual state, attracting pilgrims from all over the world. Stalin had been named the head of the Party, but he had not yet solidified power. Bolshevik politics were in a liminal phase, marked by a boisterous debate over the future of Communism. Everything seemed up for grabs, including the Comintern’s policy toward recruiting and organizing African Americans.

During a session devoted to the “national and colonial question,” Fort-Whiteman was given the floor. Stalin was in the audience, along with foreign delegates such as Palmiro Togliatti, a leader of the Italian Communist Party, and Ho Chi Minh, then a young Vietnamese socialist, who had travelled to Moscow on a fake Chinese passport. Fort-Whiteman began by explaining the Great Migration: Blacks were moving north, he said, not only in search of economic opportunity but also as an “expression of the growing revolt of the Negroes against the persecutions and discriminations practiced against them in the South.”

Fort-Whiteman suggested that issues of race and class, in varying and overlapping ways, were responsible for the oppression of African Americans. “The Negroes are not discriminated against as a class but as a race,” he said, seeming to acknowledge that this was a controversial statement. For Communists, he continued, “the Negro problem is a peculiar psychological problem.”

Much of the congress was leisurely. Delegates went boating on the Moscow River and attended a classical-music concert held along the shore. At the end of the three-week event, Fort-Whiteman decided to remain in Moscow. He was invited to enroll as the first African American student at the Communist University of the Toilers of the East (K.U.T.V.). White Americans attended the International Lenin School, Moscow’s premier academy for foreigners. But, because Soviet policy deemed African Americans a “colonized” people, they were to study at K.U.T.V., alongside students from China, India, Indonesia, and elsewhere. (Ho Chi Minh was a student there; so, too, was Deng Xiaoping, the future Chinese leader.) Students spent ninety minutes a day on Russian lessons, and the rest of their time reading Communist texts.

That summer, Fort-Whiteman embarked on a tour of the Soviet Union. Gilmore, in her book, recounts that a Cossack division in Ukraine made him an honorary member; in Soviet Turkestan, residents voted to rename their town Whitemansky. The archives of W. E. B. Du Bois contain a letter from Fort-Whiteman, written “from a village deep in the heart of Russia,” in which he describes how the many nationalities of the Soviet Union “live as one large family, look upon one another simply as human beings.” He tells Du Bois of evenings spent with his K.U.T.V. classmates, staging open-air theatrical performances in the forest: “Here life is poetry itself!”

Back in Moscow, Fort-Whiteman settled into his room at the Hotel Lux, where he wrote a number of letters to top Communist officials. I read them in the Comintern archive, held in the building that once housed the Marx-Engels-Lenin Institute—a five-story edifice in what is now a posh stretch of central Moscow, across from a Prada boutique. Fort-Whiteman asked Grigory Zinoviev, a powerful Bolshevik and the head of the Comintern, about the possibility of enlisting “the discontented elements of the Negro race in America into the revolutionary movement.” He noted that, though African Americans were the most oppressed group in the United States, American Communist organizations had done little to reach out to them. Even if most Black workers had not read Marx, they had been pushed toward radicalism by the crucible of American racism. The Party, he wrote, must “carry Communist teaching to the great mass of American black workers.”

Fort-Whiteman soon returned to Chicago, where he established the American Negro Labor Congress (A.N.L.C.), a forum for Communists to make their pitch to Black workers. Not long after he arrived, he ran into Oliver Golden, a friend from his student days at the Tuskegee Institute. Golden, who was in his late thirties, worked as a railway porter. Fort-Whiteman was walking down the street in a Russian blouse and boots. Golden later recalled, “I asked him what the hell he was wearing. Had he come off stage and forgotten to change clothes?” Fort-Whiteman said that he had just returned from Russia, and asked if Golden wanted to study in Moscow. Golden remembered, “At first I thought he was kidding, but, man, I would have done anything to get off those dining cars!” A couple of weeks later, Golden was on a boat headed across the Atlantic.

That year, Fort-Whiteman dispatched ten Black students to study at K.U.T.V. “Feel assured that the university will be satisfied with the group of young men and women I am sending,” he wrote to K.U.T.V.’s director. The New York Herald Tribune reported that Fort-Whiteman hoped for his recruits to “do some real upheaving when they come home,” and that he planned to open a K.U.T.V. branch in Harlem with courses such as “Economics of Imperialism” and “History of Communism.” The journalist, clearly alarmed, wrote, “The flame of Bolshevism, kindled by Lenin and threatening at one time to set all Europe ablaze, is being quietly concentrated upon the United States through the instrument of the American Negro.”

Harry Haywood, a child of enslaved parents, who had served in a Black regiment in the First World War, helped Fort-Whiteman organize the American Negro Labor Congress. (His older brother Otto was among the men whom Fort-Whiteman convinced to study at K.U.T.V.) Haywood, in his memoir, “Black Bolshevik,” published in 1978, wrote, of Fort-Whiteman, “There was no doubt that he was a showman. He always seemed to be acting out a part he had chosen for himself.”

On the evening of October 25, 1925, five hundred people assembled in a rented hall on Indiana Avenue, in Chicago, for the A.N.L.C.’s founding convention. The program, which Fort-Whiteman had arranged, quickly went awry. A member of a “Russian ballet” company—actually made up of white American dancers—shocked by all the Black faces in the audience, shouted a racial slur. Someone yelled back, “Throw the cracker bitches out!” The company refused to go on. A Soviet theatre troupe performed a one-act Pushkin play, in Russian. “Of itself, it was undoubtedly interesting,” Haywood noted. “But its relevance to a black workers congress was, to say the least, quite unclear.

After the convention, Fort-Whiteman mounted a barnstorming tour of industrial cities, inviting press attention wherever he went. In Baltimore, the local African American newspaper wrote, approvingly, “If this is red propaganda, then for God’s sake let all our leaders supply themselves with a pot and a brush and give 12,000,000 colored people in this country a generous coating.” The white press reacted with predictable hysteria. In 1925, an article in Time referred to Fort-Whiteman as the “Reddest of the Blacks.”

Fort-Whiteman never ventured farther south, where the vast majority of African Americans lived. The A.N.L.C.’s recruitment efforts floundered. A Communist Party directive in the Comintern archive notes the failure of Fort-Whiteman’s mission, informing Party members that “all shortcomings in tactics and organization must be frankly brought to light.” One high-ranking Black official in the Workers Party of America declared that the organization ended up “almost completely isolated from the basic masses of the Negro people.”

Fort-Whiteman was removed as head of the A.N.L.C. in 1927. It appeared that his great ambition had failed: he hadn’t convinced many African Americans that socialist revolution was a means for combatting racism, nor had he convinced his Communist brethren in Moscow that African Americans were oppressed based on their race. But Fort-Whiteman wouldn’t let the matter drop.

In an article in the Comintern’s official organ, he wrote that “race hatred on the part of the white masses extends to all classes of the negro race.” This debate about the roles of race and class in the perpetuation of inequality continues among leftist activists and thinkers today. “It was clear then, as it is now, that, in America, race classes you,” Gilmore told me. “Fort-Whiteman and others were talking about which should be fixed first.” If race is a social construct, then an egalitarian revolution could be seen as a means for achieving racial equality, too. But, Gilmore added, Fort-Whiteman had a different notion: “Even as a devoted Communist, he understood that, in America, it always came down to the fact that he was a Black man.”

In the Comintern archive, I read an “editorial note” that Fort-Whiteman’s comrades later attached to his essay, calling his position “very superficial.” Fort-Whiteman, they warned, was “shifting from the Communist to the petty bourgeois nationalist point of view.”

At the Sixth Congress of the Comintern, in the summer of 1928, there was a major debate about how best to agitate for Communist revolution among African Americans. Some people within the Party pushed for recruiting sharecroppers and rural laborers in the South. Fort-Whiteman, who had returned to Moscow as a delegate, argued that it was better to wait out the Great Migration, organizing Black workers once they became urban proletariat in the factories of the North. His position aligned with that of Nikolai Bukharin, the editor of Pravda, who saw capitalism as ascendant; worldwide revolution, Bukharin argued, would have to be deferred. Stalin, of course, disagreed.

But, even as Fort-Whiteman found himself in opposition to the Communist mainstream on the “Negro question,” as Comintern ideologues called it, he was thriving in the Soviet Union. He studied ethnology at Moscow State University and spent a summer in Murmansk, in the Arctic Circle, researching the effects of hydrogen concentration in water on fish metabolism. The Moscow Daily News, an English-language paper, hired him as a contributor. His clips reflect an omnivorous mind, on subjects ranging from early radiation therapies (“The result of this experiment was a 70 per cent cure of cancerous mice”) to the fauna of western Siberia (“The expedition reports the presence of an abundance of elk”). In an interview that Smith conducted for the Chicago Defender, a Black-owned paper, Fort-Whiteman described the Soviet Union as a place where “the Negro is untrammeled by artificial racial restrictions to make a genuine contribution to human culture.”

Along the way, he married Marina, a chemist in her late twenties, although, as Smith recalls, Fort-Whiteman’s Russian was still rudimentary, and Marina’s English wasn’t much better. Soviet authorities opened an Anglo-American school in Moscow, to educate the children of foreign workers; Fort-Whiteman took a job there, as a science teacher. Yevgeny Dolmatovsky, a celebrated poet, wrote a verse about a visit to Fort-Whiteman’s classroom: “The black teacher Whiteman / Leads the lesson. / From in my heart I draw my words / From the deepest reaches within / I see again, and again, and again / You, my Black comrade!”

Fort-Whiteman was eager to mentor the other African Americans living in Moscow. He regularly hosted lunches at his apartment, where he expounded on Marxist theory and boasted about his connections to top Bolsheviks, such as Bukharin and Karl Radek, an Austrian-born Jewish Communist and a former secretary of the Comintern. He also implored his visitors to remain acutely aware of their race. This emphasis on color consciousness, which ran counter not only to reigning Communist theory but also to the everyday experience of being Black in Moscow, was often met with resistance. One of Fort-Whiteman’s guests suggested that, if he enjoyed “going around with a black chip on his shoulder,” he should return to the American South. Smith later wrote, “His Negro guests relished the food and drinks, but the indoctrination dish did not prove as digestible.”

In 1931, a production company financed by the Comintern backed a big-budget movie, “Black and White,” about the American race problem. The film was set in Birmingham, Alabama, and featured Black stokers in steel mills and domestic workers in affluent white households. Fort-Whiteman was enlisted as a screenwriting consultant. A number of aspiring Black actors in the U.S. expressed interest in taking part. Langston Hughes joined on as a writer.

In the early-morning hours of June 14, 1932, twenty-two Black students, teachers, actors, and writers set off from New York, travelling to Germany on the ocean liner Europa, and then by train to Moscow. Fort-Whiteman met them on the platform with a welcome party that included most of the city’s small African American community. As Hughes later recalled, invoking a popular spiritual, “Certainly colored comrade Whiteman didn’t look anything like a motherless chile, a long ways from home.”

The Americans spent the next few weeks dancing at the Metropol Hotel, cavorting with nude bathers along the riverfront, and embarking on love affairs. A member of the company was soon engaged to a Russian woman; Mildred Jones, an art student at the Hampton Institute, in Virginia, was pursued by an official from the Soviet Foreign Ministry. According to Smith, one couple were so engrossed in their rendezvous on a rowboat in the Moscow River that they failed to notice the boat was sinking.

Fort-Whiteman had helped write the first draft of the “Black and White” script. I found a copy at the Russian State Archive of Literature and Art, where a typewritten note from the esteemed Soviet filmmaker Boris Barnet was attached to the first page. “This picture tries to provide a historical perspective to the narrative of the enslavement of American Negroes, which is part of the general enslavement and exploitation of the capitalist system,” Barnet wrote. “Even if individual events in this picture may seem grotesque or almost incredible, the fault lies not with the author but with the viewer himself, who deliberately closes his eyes to the cruelty of the capitalist system.”

Hughes, put in charge of revising the script, found the draft “improbable to the point of ludicrousness.” He recalled, “I was astonished at what I read. Then I laughed until I cried.” A number of the film’s scenes, including one in which the son of a rich white industrialist asks a Black servant to dance at a party, were “so interwoven with major and minor impossibilities and improbabilities that it would have seemed like a burlesque on the screen.” At one point, a well-heeled capitalist hatches a plot to keep labor unrest at bay, saying, “You see, racial hatred allows us to avoid more serious conflicts.” The workers, however, aren’t having it: “The proletariat does not see racial differences,” one of the union leaders proclaims.

“Black and White” was a dream world of Fort-Whiteman’s making. As Smith put it, “He was a negro intellectual and so steeped in party dogma that he had completely lost touch with America.” Hughes told his Soviet hosts that the script was beyond saving.

In the end, the project fell apart for reasons that had nothing to do with Hughes or Fort-Whiteman. In the autumn of 1933, after years of negotiations, the United States agreed to grant formal diplomatic recognition to the Soviet regime. The agreement, Stalin hoped, would help secure the loans and the foreign machinery needed to realize his Five-Year Plan, an ambitious race to build up industry and modern infrastructure. But in return the Kremlin was required to limit its dissemination of anti-American propaganda. “Black and White” was cancelled before a single scene had been shot.

By the mid-thirties, Stalin had squelched internal debates about the pace and the objectives of the Communist project. His secret police, the N.K.V.D., was sending previously loyal Party members to an expanding network of work camps, the Gulag, in the harshest corners of the country. Smith began to sour on the Soviet Union, wondering, “Was the racial equality worth the bare subsistence living in an atmosphere filled with fear and suspicion?”

Even Fort-Whiteman was having doubts. He confided to Smith that he feared Stalin was leading the country away from the original tenets of the Revolution. In October, 1933, he sent a letter to the Workers Party head office, in New York. “I wish to return to America,” he wrote, proposing that he work as a lecturer at the Party school on East Fourteenth Street. Soviet authorities monitored the correspondence of foreigners in Moscow, and the letter was intercepted before it left the country. I found it in Fort-Whiteman’s file at the Comintern archive. A handwritten note from a top official at the Comintern’s Anglo-American secretariat, scribbled across the page, instructed subordinates to bring Fort-Whiteman in for a talk. His request to leave was denied.

Letters documenting Fort-Whiteman’s activities began piling up in his personnel file. His informal apartment gatherings were a cause of concern: “Fort-Whiteman held the most backward view that a group of this kind should not exist as a political entity nor within existing structures.” Indoctrination was the exclusive role of the Party, and Fort-Whiteman was going off script.

During the purges, ideological disagreements and skirmishes over bureaucratic positioning often blended with petty personal grievances. In April, 1935, at the Foreign Workers’ Club, Fort-Whiteman led a discussion about “The Ways of White Folks,” a new collection of fiction by Hughes, which depicts the immutability of racism with tragicomic irony. Fort-Whiteman, perhaps still stung by his experience on “Black and White,” was not a fan of the work, dismissing it as “art, not propaganda.”

William Patterson, a prominent Black Communist and a leading civil-rights lawyer, who had travelled to Moscow from Harlem some months before, was in the audience that night. He seemed to harbor ill feelings toward Fort-Whiteman, and moved to strike against him under the pretext of defending Hughes. In a letter to the Comintern, Patterson wrote that Fort-Whiteman had used his review of the book as cover for making “a very open attack upon the Comintern position on the Negro Question,” adding that Fort-Whiteman should be “sent to work somewhere where contact with the Negro comrades is impossible.”

That summer, at the Seventh Congress of the Comintern, a few American delegates met to discuss what to do about Fort-Whiteman’s efforts to “mislead some of the Negro comrades.” It was agreed that Patterson and James Ford, a Black Communist who had run for Vice-President of the United States on the Party’s slate, would take charge of the question. During the next several months, Patterson filed a flurry of letters with the Comintern. In an elegant cursive, he alleged that Fort-Whiteman had a “rotten” attitude toward the Party and was preoccupied with “the corruption of the Negro elements.”

Once a person was identified as unreliable, the pile-on was inevitable; the only danger was to be seen as inadequately vigilant in calling out class enemies. A kindly archivist passed me a summary of the “secret” portion of Fort-Whiteman’s personnel file, still technically off limits nearly a hundred years after its compilation. According to the accounts of unnamed informants, Fort-Whiteman had been overheard saying that the work of the Comintern had amounted to “empty talk,” that Stalin was a “minor” figure in the Bolshevik Revolution, and that Communists held their “white interests dearer and closer” than those of Blacks. Fort-Whiteman, one source claimed, considered himself a natural “leader of the people” who would return to the U.S. and create a movement among African Americans outside Soviet influence.

Reading the list of Fort-Whiteman’s supposed transgressions, I pictured him strolling through Moscow in those days, projecting an air of headstrong industriousness. He was still working on manuscripts and speeches, teaching, travelling, and attending the theatre—generally enjoying the kind of spirited intellectual and social life that would have been impossible in the land of his birth. In the spring of 1936, when he was ordered to report to N.K.V.D. headquarters, on Lubyanka Square, how could he have foreseen the cruelty that his adopted country was about to inflict on him? By the time Homer Smith knocked on Fort-Whiteman’s door, a few days later, he was in exile.

After the Soviet collapse, many archives in Russia were suddenly accessible. Alan Cullison, who worked as an A.P. reporter in Moscow during the nineties, spent much of his free time researching the fates of Americans in the Soviet Union. In the Communist Party archive, he found a partial record showing that Fort-Whiteman had been banished to Semipalatinsk, a distant outpost in the eastern reaches of Soviet Kazakhstan. It was a hard, unforgiving place, but Fort-Whiteman made a life for himself. He found work as a language teacher and a boxing instructor, attracting a circle of curious locals to his sports club.

Back in Moscow, the purges had taken on a fearful momentum. Radek, the former Comintern secretary, who had mentored Fort-Whiteman, was declared a traitor and sent to a labor camp. Bukharin was executed after providing a false confession at a show trial. On November 16, 1937, a squad of N.K.V.D. agents showed up at Fort-Whiteman’s apartment in Semipalatinsk. Fort-Whiteman’s investigative file at the agency’s Kazakh bureau was unearthed by Sean Guillory, a researcher at the University of Pittsburgh who is working on an audio documentary about African Americans in the early Soviet Union. The file includes the testimony of a young man, whom Fort-Whiteman tried to recruit as a boxing pupil, reporting that Fort-Whiteman had recommended foreign literature and said, “Come join my club, we’ll earn a lot of money, travel across the Soviet Union and go abroad.”

For the next eight months, Fort-Whiteman was held in a prison cell in Semipalatinsk, while a “special council” of the N.K.V.D. was assembled to decide his fate. The Kazakh prosecutor’s office sent me a copy of his case. It showed that, in August, 1938, he was found guilty of crimes including anti-Soviet agitation, slandering the Party, and “cultivating exiles around himself while instilling a counter-revolutionary spirit.” He was sentenced to five years in a correctional labor camp.

His destination was Kolyma, a region in the Russian Far East which Aleksandr Solzhenitsyn described as a “pole of cold and cruelty.” Fort-Whiteman was assigned to a network of forced-labor sites known as Sevvostlag, where convicts mined for gold and laid new stretches of road on the frozen tundra. The prisoners were outfitted with crude boots and thinly padded jackets—little defense against temperatures that regularly dipped to fifty degrees below zero.

Within a few months, Fort-Whiteman fell behind on his work quota, and his daily food rations were withheld. Camp guards beat him brutally and often. A man of so much vitality, even glamour, was reduced to a dokhodyaga, camp slang that roughly translates as “a person nearing the end of his walk.”

None of his Moscow friends had any idea what had happened to him. Among them was Robert Robinson, an African American toolmaker from Detroit who had been recruited to work in Russia by Soviet emissaries who were visiting the Ford Motor plant. Robinson ultimately stayed in the Soviet Union for more than four decades. In a memoir, he described an encounter with a friend in Moscow who had been a prisoner in Kolyma with Fort-Whiteman. “He died of starvation, or malnutrition, a broken man whose teeth had been knocked out,” the friend said.

The final document in Fort-Whiteman’s long record is his death certificate, a faded sheet of paper held in a distant archive in Kazakhstan. Just after midnight on January 13, 1939, Fort-Whiteman’s frozen corpse was delivered to the hospital in Ust-Taezhny, a settlement carved out of fields of snow. The official cause of death was “weakening of cardiac activity.” Fort-Whiteman is the only African American recorded to have died in the Gulag, but in his final moments that distinction made little difference. He was buried in a mass grave with thousands of fellow-inmates who met the same fate. ♦


Joshua Yaffa is a contributing writer at The New Yorker and the author of “Between Two Fires: Truth, Ambition, and Compromise in Putin’s Russia.”

I received the following statement by hundreds of Swedish teachers, protesting against the odious effects of privatization in education. They signed this post.

We teachers do not want to have it like this anymore

Published 28 Apr 2022 at 06.00

Filippa Mannerheim, high school teacher, Stockholm.

HP Tran, primary school teacher, Gothenburg.

Sara Persson, primary school teacher, Västervik.Photo: Sara Winsnes

Marcus Erhagen, high school teacher, Örebro.

Per Edberg, preschool teacher, Umeå.

We teachers demand a change. We demand that you politicians make sure to fix the institutionalized, corruption-promoting defects you yourself have built into the school system so that we teachers can focus on teaching Sweden’s children, 285 teachers write in a call against the marketized school.

This is a debate article. It is the writer who stands for the opinions in the text.

DEBATE. We who write this article do so even though we do not really have the time or energy. We write it even though it is not our job. We write it even though it should not have been needed and had not been needed in any other country than Sweden.

But as things stand now, we feel we have no choice.

We in Sweden today have large, commercial school groups that expand at the expense of the municipal school and make a profit through lower teacher density, fewer qualified teachers, fewer costly students and lower teacher salaries than municipal schools. Group schools receive permission from the Swedish Schools Inspectorate to start in municipalities even though the municipalities themselves say no and there is no need.

We do not want it like this.

Today, through the free right of establishment and the unregulated offer, a school can be opened anywhere and look any way. A teaching position can be anything for anyone. Nothing on the school grounds is regulated. Nothing is planned based on society’s needs.

We do not want it this way.

In the past, independent schools had lower school fees because the municipality must ensure that all students can go to a school close to home. The municipality can not choose the organization that is cheapest, it can independent schools. The municipality can not put students in line, it can independent schools. The municipality can not profile its schools so that some students feel that the school is not suitable for them, independent schools can. The municipality’s assignments are larger and more expensive, but the tuition fees are just as large. A majority of the Riksdag’s parties refuse to change this.

We do not want it this way.

The revolving doors between politicians and independent school companies are freshly blown and the close ties that exist between politicians, lobbyists and the business community are becoming increasingly tighter when former politicians take seats in school management or continue their careers as lobbyists.

It’s time to listen to the voters. It’s time to listen to us teachers. It is time to climb out of the school market swamp and act as elected politicians again.

Public opinion in Sweden is clearly against the private gains made in welfare and school. Nevertheless, this is not reflected in the Riksdag decisions that are made.

We do not want it this way.

School companies and large real estate companies today buy school properties so that the companies can make money at school even if politicians decide on a profit ban. They want to be able to move money from profits in school to profits in real estate companies. Instead of hiring teachers, the school fees are used for the real estate companies’ return requirements.

We do not want it this way.

We have politicians who drum up “freedom of choice” as a mantra as soon as criticism is directed at the system, but the free choice they defend is in fact the school groups, which through targeted marketing to parents with high-performing children, have the choice to only give school to the “cheapest The students. Everything is as it should be in the best of worlds, the majority of our parliamentary parties believe.

But we do not want it this way.

The Swedish school once made class trips possible. The school was good at getting the majority of students to succeed – even children without a study background. Today, Sweden has the most unequal school of all the Nordic countries. Swedish school torn apart.

Instead of a cohesive compensatory school, we now have listed company schools, groups with fake coats of arms, schools that call themselves international and that have teaching in a language other than Swedish. We have religious schools with dubious values.

We teachers do not want it like this anymore. We demand a change. We demand that you politicians make sure to remedy the institutionalized, corruption-promoting defects you yourself have built into the school system so that we teachers can focus on teaching Sweden’s children. And avoid writing articles like this in the future.

It’s time to listen to the voters. It’s time to listen to us teachers. It is time to climb out of the school market swamp and act as elected politicians again.

We teachers do not want it like this anymore.

Rolf Wallander, subject teacher years 4-6, Haninge 

Miranda Chang, F-6 teacher, Gislaved 

HP Tran, primary school teacher, Gothenburg 

Helena Tarras-Wahlberg, teacher, Ängelholm

Anna Bränström, high school teacher, Sundbyberg municipality

Maria Karlsson, high school teacher, Knivsta 

Jonas Linderoth, Professor of Pedagogy University of Gothenburg 

Pia Ennemuist, elementary school teacher, leisure educator, Värmdö 

Therese Wikström, high school teacher, Ale 

Erik Winerö, high school teacher / doctoral student educational science, Lerum

Alexander Nilsson, high school teacher, Trelleborg

Marie Pettersson, special educator, Skövde

Therese Andersson, elementary school teacher, Örebro 

teacher , Stockholm

Magnus Svensson, university lecturer, teacher educator, Eskilstuna. 

Ann-Christine Norman, upper secondary school teacher, Boden

Daniel Runhage, primary school teacher, Malmö 

Per Edberg, preschool teacher, Umeå

Filippa Mannerheim, upper secondary school teacher, Stockholm 

Anton Ek, primary school teacher. Falun

Felix Björk, music teacher student, Stockholm

Aron Ihse Trägårdh, elementary teacher student, Malmö 

Anthon Brunzell, subject teacher student, Lund

Björn Dahlman, teacher, Ekerö

Terese Crona Lindström, teacher in after-school center, Ängelholm 

Simon Kvassman, subject teacher and teacher student, Örebro

Birch Petter 

MagnusBäcklund, teacher Hörby

Jenny Winberg, teacher, Västerås

Edvin Jensen, high school teacher, Linköping 

Maria Olsson, retired high school teacher, Ale

Martin Ahlstedt, high school teacher, Gothenburg

Pernilla Wallgren, elementary school teacher, Stockholm 

Lena Karlsson Saranpää, elementary school teacher, Motala

Maja Anselius, Special educator 

, , primary school teacher, Stockholm 

Erika Tidblom, teacher, Norrköping

Magnus Dahlström, high school teacher, Malmö

Tilde Jansson, high school teacher, Stockholm 

Lena Danelius, high school teacher, Lund

Daniel Lund, high school teacher, Norrköping

Rasmus Hardeström, teacher, Linköping

Maria Hals, high school teacher, Danderyd

Joel Larsson, High school, Danderyd

Maria Jarlsdotte r former principal, Ängelholm 

Per Johansson, high school teacher, Ängelholm

Karl Engqvist, primary school teacher, Arvika. 

Olof Persson, High school teacher, Strömsund

Lotta Lindvall, preschool teacher in preschool class, Motala

Birgitta Hultkrantz, Municipal adult teacher Stockholm

Jonas Hemström, deputy principal, Stockholm

Andreas Olofsson, high school teacher, Ljungby 

Petter Cronberg, teacher, Nyhamnsläge

, elementary school teacher, elementary school

NyborgDanderyd

Kristina Lundin, high school teacher, Köping

Ulla Åkerström, leg. teachers who left school, Gothenburg

Johanna Verme, high school teacher student, Lerum

Jesper Berglund, high school teacher, Gothenburg

Lisa Göland, high school teacher, Linköping

Petra Särnhammar, school librarian and high school teacher, Linköping

Linda Odén, high school teacher, Gråbo

Lars Ljunggren, high school teacher, Falun

Åsa Tadell, high school teacher

Maria Gustavson, teacher, Västerås 

Fredrik Sandström, teacher, Arboga

Tom Bergström, vocational teacher, Sala 

Petra Lindström, teacher, Gnesta

Pontus Bierich, Teacher, Kungälv

Linnea Argårds, teacher, Örebro

Martin Viklund, teacher, Hudiksvall

Gunnar Wike, primary school teacher, Västerås

Anders Törnlund , teacher, Huddinge

Jan Kjellin, preschool teacher, Falun

Fredrik Björkman, high school teacher, Malmö

Elisabeth Ahrent, teacher Simrishamn

Johan Carlsson, high school teacher, Upplands Väsby 

Fredrik Törnqvist, high school teacher, Stockholm

Magnus Almström, high school teacher, Borås

Helena Edvardsson, elementary school teacher, Gothenburg

Christoffer Eriksson, high school teacher , Uppsala

Kari Nilsson, teacher, Malmö 

Elin Persson, after-school center teacher, Danderyd

Anna Östman, primary school teacher, Huddinge

Rickard Himre, upper secondary school teacher, Stockholm  

Fredrik Clausson, upper secondary school teacher, Lund

Nils Rickdorff Lahrin, upper secondary school teacher, Uppsala 

Björn Johannesson, primary school teacher, Gothenburg

Maryna Grip, primary school teacher, Söderhamn

Jan Magnusson,

Lotta Gedik-Cederberg, primary school teacher, Malmö

Jenny Vide, primary school teacher, Uppsala

Mathias Israelsson, primary school teacher, Gothenburg

Lilian Birath, high school teacher, Svedala 

Anna Heimer, preschool teacher, Partille

Patrik Unné, special educator 

Margareta Melin, primary school teacher, Kungälv

Jonas Fried, Gothenburg primary school

teacher , elementary school teacher, Ryd

Sara Persson, elementary school teacher, Västervik 

Maria Himre, high school teacher, Stockholm

Marie Karlsson, elementary school teacher, Svedala

Olof Loklint, elementary school teacher, Västerås 

Niclas Djupström, high school teacher, Skövde

Gunnel Alm, high school teacher, Norrköping

Bodil Ejwertz, teacher, Tylyl

, teacher , Sundbyberg

Helen a Svanängen, university lecturer, Jönköping

Isabella Åkerlund, teacher, Karlstad

Maria Hilber, preschool teacher, Huddinge

Isabella Verner, high school teacher, Stockholm

Malin Ahlgren, high school teacher, Stockholm

Elinor Löfstaf, teacher, Västerås 

Peter Sjöde IDH teacher Jönköping

Svensson Gothenburg

MånsPettersson, high school teacher, Stockholm 

Anders Lindborg, high school teacher Varberg

Karin Berg, high school teacher, Gothenburg 

Peter Alm, high school teacher, Uppsala 

Marina Nordin, teacher, Stockholm 

Calle Andén, primary school teacher, Gotland

Niclas Ländin, deputy principal, Sollentuna 

Hedvig Bolmgren, special teacher / special educator,

Östhammar Rosenberg, primary school teacher, Klippan 

Fredrik Hornegård, teacher, Stockholm 

EwaLiz Larsson, primary school teacher, Karlskrona 

Tobias Nilsson, special teacher, Lund 

Anna Nylander, high school teacher, Lysekil. 

Marika Lindholm, teacher, former. principal, Stockholm

Emma Sjödin, high school teacher, Stockholm 

Shpetim Ademi, high school teacher, Kristianstad. 

Johanna Andersson, high school teacher, Malmö

Bernt Andersson, leg. teacher of music and English, SiS in Lidköping

Magnus Karlberg Teacher / leisure educator Stockholm

Ellinor Brantås, elementary school teacher, Järfälla 

Johanna Ramstedt, elementary school teacher, Stockholm

Linda Bäckström, high school teacher, Gothenburg

Niklas Aronsson, high school teacher Gothenburg

Hjalmar Holgersson, high school teacher, Gothenburg

Pelle Flemark, high school 

Eva Söderberg, certified teacher of handicrafts / Swedish, Gothenburg

Kedikova, high school teacher, Norrköping

Anna Lundin, music teacher, Västerås 

Helene Johansson, elementary / high school teacher, Uddevalla 

Jakob Winnberg, high school teacher, Växjö

Solveig Ivarsson, elementary school teacher, Svenljunga

Jan Gustavsson, Norrman Lotman,

Zumi, elementary school teacher, Ulricehamn 

Anna Klingström, high school teacher, Sala

Fredrik Månsson, high school teacher, Norrköping

Christina W. Källström, high school teacher, Katrineholm

Emma Solum Holst, high school teacher, Borlänge 

Alexandra Georgieva, elementary school teacher, Gothenburg

Carina Lindström, music teacher in elementary school, 

Södertarje high school Lina teacher, Stockholm

Helena Wessel, school secretary former high school teacher, Stockholm

Katarina Hjärpe, school librarian, Malmö 

Mattias Forsberg, high school teacher, Arvika

Henrik Estvik, high school teacher, Stockholm

Maria Ruukel, elementary school teacher, Valdemarsvik 

Åsa Andersson, elementary school teacher, Västerås

Jonathan Wikström, elementary school teacher,

L primary school teacher, Stockholm

Staffan Lindström, music teacher in primary school, Södertälje

Carin Hammarström, teacher, Malmö

Hans-Uno Karlsson, retired primary school teacher, Hajom

Jennie Gudmundsson, leg. teacher ma / bi 7–9, Ängelholm

Ragnar Suneson retired language teacher 7–9, Tranås

Cecilia Ekdahl Schewenius, subject teacher / assistant professor, Kungshamn 

Jan Wärmegård, primary school teacher, Stockholm

Cecilia F. Kroon, teacher, Staffanstorp 

Gunilla Martinsson, teacher Falkenberg

Maria Henriksson, language teacher Mora 

Anna Liljekvist, teacher, Nacka

Cecilia Svensson, teacher F-3, Sundsvall 

Inga-Lill Lagerlöf, retired teacher, Tierp

Hanna Wallinder, teacher, Malmö 

Helén Enqvist, language teacher years 6–9, Botkyrka 

Annette Säterberg, high school teacher, Kungsbacka

Ingemar Abrahamsson, handicraft teacher, Gothenburg

Lotta Carlson, subject teacher Ma / No, Kungsbacka 

Carola Svensson, adult teacher, Norrköping

Marie Wislander, teacher, Tjörn

Maria Jansson, special teacher, Stockholm

Jonny Wester, music teacher, Hylte 

Miriam Järlebark, teacher SFI, Örebro

Film Katja 

Roselli Åsell, teacher, Hofors

Jan Gustavsson, Municipal adult teacher, Norrköping

Helen Egardt, high school teacher, Lidingö

Thomas Bergström, high school teacher Ludvika

Mikael Winblad, teacher e, Strängnäs

Ann-Sofie Johansson, high school teacher, Västerås 

Pia Brodersen, special educator, Stockholm

Ulla Sunden, teacher, Gothenburg

Mirjam Cameron Sedwall, teacher, Stockholm

Linda Söderberg, teacher, Timrå 

Robert Warrebäck, teacher, Stockholm

Jenny Vad-Schütt, teacher, Täby 

Johan Thorssell, high school teacher, Gothenburg 

Cecilia Rosenqvist, subject teacher, Simrishamn

Rebecka Beijer, high school teacher, Eskilstuna

Jaana Vilén, special teacher, Karlskoga

Carola Sjöstrand, teacher, Jönköping

Elisabeth Broman, former elementary school teacher, Österåker

Sabina Granstrand, teacher Frida, Samstad

4-6 Gothenburg

Louise Halldin, high school teacher, Gothenburg

Birgitta Jensen, deputy principal, Emmaboda

Pia Thomasson, 7 – 9 teachers, Ängelholm

Sanna Dabolins, high school teacher, Gothenburg 

Linda Gunnarsson, teacher, Härryda 

Bengt Johansson, teacher, Nacka 

Malin Hökby, high school teacher, Nacka 

Anna Näslund War, primary school teacher 4–6, Karlskrona

Ingela Bursjöö, teacher, Gothenburg

Hasse Annerbo, primary school teacher 1–7 Falun 

Åsa Hartzell, upper secondary school teacher, Stockholm

Jessica Andersson Sjöstrand, upper secondary school teacher, Växjö 

Marie Rehnström, middle school teacher, Härryda

Johanna Stigmark, SFI teacher, Södertälje

Maria Knutsson-Torvaldsen, primary school teacher, Ockelbo 

Frida Lotfi, upper secondary school teacher, Danderyd

Kenneth Pilström, retired teacher, Kil

Anders teacher, Norrköping

Cecilia Rehnqvist, teacher, Malmö 

Petter Träff, high school teacher, Malmö

Maria Trulsson, teacher, Gothenburg

Kristina Broberg, elementary school teacher, Uddevalla

Nilla Wikberg, special educator, Uppsala

Elin Jonasson, teacher student, Mönsterås

Robert Alexandersson, middle school teacher, Kristinehamn

high school teacher Micke Hjalmarsson Motala

David Reljanovic, high school teacher, Borås

Edith Marelli, high school teacher, Malmö

Sophia Ivanovic, teacher Nässjö

Robert Svensson, teacher Trollhättan

Sara Berggren, teacher, Sundsvall 

Nicklas Ivarsson, teacher, Trelleborg

Per Olov Nordin, philosophy Master, retired, Söderhamn

Susanne Lindgren, speci Luleå

Anna Svensson, high school e-teacher, Skara

Magdalena Gyllenlood, high school teacher, Nacka

Marie Sandström, high school teacher, Vara

Maria Sköld, teacher, Haninge

Amanda Terlevic, high school teacher, Gothenburg

Kerstin Meurling, teacher, Kulturskolan, Sundsvall

Maria L. Persson, teacher, Varberg

Susanne Lärkeryd, teacher,

Skellefte Utter, upper secondary school teacher, Gothenburg

Elin Bergström, leisure teacher, Sundsvall 

Nicolas Micic, teacher, Huddinge

Jennie Frisk, primary school teacher, Uppsala 

Åsa Fondin, special teacher, Landskrona

Stina Carlsson, primary school teacher ma / NO 1-7, Dalsed

Johanna Leinås, teacher, Täby 

Christer Hällkvist, high school teacher, Linköping 

Susan Persson-Payne, teacher, Eskilstuna

Jenny Svensson, high school teacher, Halmstad

Johan Fransson, high school teacher, Linköping

Staffan Melin, primary school teacher, Gothenburg

Karin Wilsson, principal, Mark municipality

Majlis Seppänen, teacher, Boden

Niclas Skott, teacher, Gothenburg

Anton Svensson , teacher, Växjö

Klas Holmgren, teacher, Borlänge

My Landberg, teacher, Järfälla

Joakim Lindström, teacher, Huddinge

Josefine Forsberg, primary school teacher, Umeå

Kerstin Rödén, special educator, Östersund

Helena Eidenson, primary school teacher, Sigtuna

Rolf Back, mathematics teacher, Falun

Lars Persson, technology teacher, Sölvesborg

Ola Lindholm, teacher, Karlstad

Marcus Erhagen, high school teacher, Örebro

Göteborg Hjertén, teacher 

Finnhigh school teacher, Uppsala

Jenny Dahlin, high school teacher, Mark municipality

Eva Almestad, preschool teacher, Sundsvall

Olof Dahl, fil. dr, high school teacher, Mölndal

Åsa Marmebro, teacher, Kungälv

Ulrihca Malmberg, high school teacher, Stockholm

Sara Fransson, high school teacher, Huddinge 

Debora Påhlsson, teacher, Båstad 

Birgitta Olsson, teacher, Karlskrona

Karin Linderyd, high school teacher, Motala 

Teachers in New South Wales, Australia, plan to strike on May 4 to protest working conditions, especially understaffing and low salaries.

A letter to public school parents

Every day across NSW, children are missing out because of a lack of teachers.

It’s an unacceptable situation affecting public and private schools. Children can’t put their education on hold and wait for this to be fixed.

They have a right to be taught by a fully qualified teacher today and every day.

This is why teachers and principals have made the difficult decision to go on strike on Wednesday, May 4.

The teacher shortages are a growing problem caused by uncompetitive salaries and unsustainable workloads. COVID isn’t the cause. It’s just making a bad situation worse.

In February this year, there were vacant permanent teaching positions in more than half the schools in NSW. More than 95 per cent of teachers and principals say their school has difficulty finding casual teachers.

The Department of Education’s own research shows large and growing shortages of teachers in many subject areas, forcing almost a quarter of secondary teachers to teach outside their area of expertise.

How do we fix the teacher shortages and ensure no child misses out?

If we truly want every child to get a high-quality education, we need a qualified teacher in every classroom.

Significantly, increasing teacher salaries and giving them more time to prepare lessons is an investment in our future that will pay off for our kids and our country.

While the work of teachers has become far more complex and challenging, their salaries have fallen far behind other professions. The NSW Government’s wage offer of a 2.04 per cent annual increase won’t even keep pace with rising costs, with inflation now running at 5.1 per cent.

Workloads are also excessive, with NSW teachers now working an average of 60 hours a week.

For more than 18 months, we have tried to reach agreement with the NSW Government on a reset of teacher salaries to better reflect the value of the work teachers do and make the profession more attractive to high— achieving young people.

We have also sought an increase of two hours in the preparation time teachers have each week. (The current two-hour entitlement for primary teachers has not changed since the 1980s. Preparation time for secondary teachers hasn’t changed since the 1950s.)

Unfortunately, the NSW Government is refusing to make this investment that will help retain our dedicated teachers and attract the ones we need to stop the shortages.

What will happen on Wednesday May 4?

You will need to make alternative plans for your child on this day because teachers will not be at the school.

We understand this is not ideal. But if we do not take action now, the teacher shortages will only grow and more children will miss out.

If you would like more information or to show your support for teachers, you can do so at

morethanthanks.com.au