Archives for category: International

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

The Ukrainian journalist Veronika Melkozerova explains why she is staying in Kyiv.

KYIV, Ukraine—Russia’s full-scale invasion of Ukraine has been going on for a month. Every morning from my window, I see hundreds of cars standing in lines to get to a nearby bridge that leads out of Kyiv. Right next to them, I see evacuation trains head westward in the railway section of the same bridge.

Nearly 2 million people have already left my beloved city of Kyiv, our local council has reported. I am one of the roughly 2 million who have stayed. More than 200 Kyivans have been killed and more than 900 have been wounded during the Russian shelling of the city.

Russians have already destroyed more than 70 buildings in Kyiv. Almost every hour, I hear either the work of Ukrainian artillery hitting Russian positions northwest of Kyiv or a Ukrainian air-defense system downing yet another Russian missile over the city. I can already tell the difference between the two sounds. Unfortunately, even destroyed rockets always hit something.

Every evening, I hope this is not the night one of those missiles hits my apartment or the flats of my family members, colleagues, and friends. Every night, I wake up to air-raid sirens or explosions at about 4 a.m. and reach for my phone to read what has been targeted that night. Just a few days ago Russians used a missile to destroy a Kyiv shopping mall and nearby buildings, killing at least eight people.

Now that this has become my new reality, I keep asking myself, Why, despite everything, don’t I want to leave Kyiv?

In the first days of the war, some of my friends and employers from abroad were urging me to leave Kyiv. But I have decided to stay. There are so many reasons why that I can’t even identify the main one.

First of all, you never leave your loved ones, and Kyiv is my love.

It is the city where I was born 31 years ago, in 1991, the year my country got back its independence from the Soviet Union. It is the city where I found my husband, also a Kyivan. It is the city where I have built my career in journalism. I have left a memory on almost every street of Kyiv.

It is the city that held three revolutions against pro-Soviet or Russian regimes. It is the city where Ukrainians toppled a corrupt pro-Russian puppet leader and forced him to flee the country.

Kyiv’s hills and golden domes have seen the history of Kyivan Rus, an ancient state of Slavs that existed long before a palace was built on the swamps of Moscow.

But the main thing about Kyiv is that it is a city of freedom. Here, you can be anyone you want, love anyone you want, and feel happy if you work hard. Kyiv is welcoming to foreigners and to Ukrainians from other cities. It used to be so busy. Now that only some 2 million people have stayed here, the city’s empty, silent streets are overwhelming.

The Kremlin can’t let Kyiv be free. Many Russians call Kyiv the mother of Russian cities; in its propaganda justifying the invasion of Ukraine, the Kremlin claims Ukraine is not a real country but a historical part of Russia.

Kyiv is a free city, and Moscow is a city of police control and aggressive imperialism. Moscow is a city where people are afraid to speak their mind, where people just watch as police officers violently beat anti-war protesters. Kyiv is a city that rose up against police brutality in 2014, during the Euromaidan revolution. Now, in other Ukrainian cities and towns, people are not afraid to stand against the armed Russian invaders and try to stop their tanks with their bare hands.

But of course, when I decided to stay in Kyiv, I did not think of all its history and spirit right away.

As Russians were bombing a thermal power plant in my neighborhood, I thought about my granny and my mom. My granny is 76 years old and she told me she did not want to leave her apartment. She said she would rather die there than in some dirty basement. For thousands of Ukrainians, those dirty basements have become a new home. I understood that my granny would not make it if we decided to take a long trip to seek safety in Lviv. My mom’s husband has cancer and he also can’t leave his apartment.

Life in Kyiv has become harsh for people who can’t fully take care of themselves. You have to use your feet to get anywhere, as public transport is a rare thing nowadays. Lines are everywhere, and every simple shopping trip to buy some medicine or food turns into a quest.

Recently, I had to stand in line at a pharmacy for two hours to get heart medicine for my granny. I took the last bottle. I was devastated that the people behind me would not get any heart medicine that day. Of course, the supplies were soon renewed. But that did not reduce the lines. Many people depend on heart medicine, insulin, and other hormones.

Before the war, I hated lines and tried to avoid them as much as possible. Ironically, during the war, those lines and how people have behaved in them have made me fall in love with my city even more.

In Kyiv, a frontline city where sounds of blasts have become a new normal, people are polite and supportive. Strangers joke and discuss the latest news while in lines to buy food and water. Only when there’s another air-raid siren or an explosion do they become quiet. I haven’t seen people try to grab everything for themselves; they wait and take just enough.

There is a spirit of comradery throughout the city. On the road one day, I saw territorial-defense forces digging trenches. Young men were helping one another drag bags of sand. At a checkpoint near a bridge, a man wearing a red cowboy hat with a Winchester rifle on his shoulder was checking cars. Shortly after we passed him I saw a sign reading beware of the mines. Above the sign, on the bridge, local utility workers were constructing a barricade with a bulldozer.

None of the people I saw was a part of the Ukrainian army; the people were just locals, doing everything they could to protect Kyiv. While some, like me, were heading to buy food supplies and medicine for themselves or the elderly, others were delivering humanitarian aid to those in need or digging trenches. I felt I was not alone in the heart of Ukraine. Our Motherland Monument, holding her shield and sword, was watching all of us from above. People around me were doing their best to keep Kyiv alive and protect it from the invasion of the Russian world that has brought nothing but despair and death. I felt so grateful and safe. I couldn’t even think what would happen if those people left the city.

That was the first time I felt, almost physically, how deep my roots have grown into my native city. That is why I can’t leave it. Because if Vladimir Putin uproots us all, he will win. Every other Russian attack that strikes a residential building or a kindergarten or a maternity hospital is aimed to scare us, to cut our roots, to force us to leave or die if we don’t submit to the Kremlin’s dictator.

So far he is definitely losing.

Kyiv is Ukraine’s heart. The city that many experts predicted could fall within 72 hours has been standing for a month like an iron fist. People here are all one. They are ready to die for the heart of our country. I know that residents of Kharkiv, Kherson, Mariupol, and the many other cities and towns of Ukraine that have been bloodied, occupied, or destroyed by the Russian army are just as ready to protect their home.

We all know Putin can kill us, but he will never cut our roots.

Veronika Melkozerova is a journalist based in Kyiv. She is the executive editor of the New Voice of Ukraine, an English-language news site.

Watch “60 Minutes” tonight to see an interview with Ukraine President Zelenskyy tonight.

This link includes a clip from the interview.

Several European media outlets have written about Ramzan Kadyrov, the Chechen warlord who has sent his militia to Ukraine. He has cultivated a reputation for ruthlessness and for slavish devotion to Putin. The members of his militia pride themselves on their brutality.

According to witness statements collected by Ukrainian investigators and journalists, Kadyrovites in black and green uniforms have been behind some of the worst atrocities and human rights violations in towns such as Bucha, including against children….

“The Kadyrovites have very little to do with Chechen values,” says Christopher Swift, a national security lawyer and specialist on Russia and the Caucasus. “They’re a bizarre amalgam of very conservative Islamic ideas out of the Middle East and slavish devotion to the Putin regime.”

During the Russia-Chechen wars, his father Ahmad first fought the Soviets, then switched sides and became Putin’s favorite. After the Russians demolished Chechnya’s cities and gained control, Ahmad was elected president of the pacified Chechnya in 2003. He was assassinated a year later.

The younger Kadyrov, who had been a militia leader, immediately adopted Putin as a sort of father figure, and took over as president as soon as he turned 30 in 2007.

His governing skills were threadbare, but his militia – the Kadyrovtsy – specialised in killing and terrorising unarmed civilians, serving as his extrajudicial praetorian guard.

He keeps control over Chechnya with an iron fist, aided by what he himself has estimated as $3.8bn in annual subsidies from Moscow.

The U.K. Express ridiculed the warlord by posting a claim that he wore £1200 Prada boots into battle. The Express also wrote that the Chechens were poor fighters, lost hundreds of men, and departed for Chechnya. (None of these allegations have been verified).

Russia’s invasion of Ukraine is being assisted by the Chechnyan military as it enters its fourth week. President Ramzan Kadyrov – a long-time ally of Putin’s – offered his support at the conflict’s outset. But despite facing violent incursions from the two nations, Ukraine appears to have humiliated the invaders several times and are said to be shattering the myth of the hardman Chechen dictator famed for persecuting homosexuals.

As the Russian military regroups and moves to attack Ukrainian cities in the East, it is withdrawing from towns it controlled for more than a month. The evidence of sadism, torture, and war crimes against civilians shocks the conscience of everyone but the man who started the war, Vladimir Putin. He and he alone has the power to stop the killing.

By now, we have all seen the trrrible carnage on the television news. But the revelations keep coming. Sometimes words shock even more than pictures.

This was reported in today’s Washington Post.

BUCHA, Ukraine — The name of this city is already synonymous with the month-long carnage that Russian soldiers perpetrated here.
But the scale of the killings and the depravity with which they were committed is only just becoming apparent as police, local officials and regular citizens start the grim task of clearing Bucha of the hundreds of corpses decomposing on streets and in parks, apartment buildings and other locations.

ISome of the cruelest violence took place at a glass factory on the edge of town.
On the gravel near a loading dock lay the body of Dmytro Chaplyhin, 21, whose abdomen was bruised black and blue, his hands marked with what looked like cigarette burns. He ultimately was killed by a gunshot to the chest, concluded team leader Ruslan Kravchenko. His body then was turned into a weapon, tied to a tripwire connected to a mine.

“Every day we get about 10 to 20 calls for bodies like this,” Kravchenko said.

Hundreds of corpses litter the streets of Bucha, some of them beheaded.

President Zelenskyy has repeatedly pleaded with every nation that would listen: Send us jets so we can protect our citizens. Thus far, President Biden has stood firm in opposition because he fears a wider war. Ukraine is not a member of NATO so NATO is not obliged to defend it.

But as awareness of the war crimes and atrocities committed by the Russian military increase, the necessity of helping Ukraine defend itself grows more compelling.

Ukraine wants MIGS. Poland wants to give them to Ukraine. Let it happen.

What is the difference between sending tanks to Ukraine and sending jets? What’s the difference between sending Stingers and Javelins and sending jets?

Putin threatened war if the West defends Ukraine. But the West is already defending Ukraine.

Putin already said that economic sanctions are a declaration of war. So in his mind, he is already at war with the West. But he sets the ground rules.

He was outraged that Ukraine bombed a fuel depot inside Russia. But he invaded Ukraine and bombed fuel depots, homes, schools, hospitals, and theaters. He has made ferocious war on civilians, trapping the people of Mariupol in their devastated city and barring access to those bringing humanitarian aid, including the International Red Cross.

We should not allow Putin to decide how much or what kind of defensive weapons the West should supply to an innocent nation that is being pulverized by Putin’s military. Putin must not be allowed to do to Ukraine what he did to Chechnya.

Send Ukraine the jets it needs to defend itself!

**************

An important historical footnote from TIME magazine:

Kaja Kallas has clear memories of the Soviet occupation. She was a teenager when Estonia became independent, and she remembers growing up before that with empty shop shelves, a passport that would not allow her to travel to countries outside the Eastern bloc, and a chilling atmosphere that kept people from speaking freely outside their homes. She also remembers the stories about the harsher deprivations—deportations, imprisonment— that her parents and grandparents faced. So now that Kallas is Estonia’s Prime Minister, it makes sense that she has become one of the most vocal advocates for taking an unyielding stance against Putin.

“If Putin wins, or if he even has the view that he has won this war, his appetite will only grow,” Kallas, 44, said in late March, sitting in the elegant neoclassical building—its salons lined with paintings of Estonian patriots—that serves as the seat of government. “And that means he will consider other countries. That’s why we have to do everything we can to stop him now.”

Like other countries in the region, Estonia has had painful experiences with Russian oppression. Occupied by the Soviet Union in the 1940s, the country’s farms were forcibly collectivized and tens of thousands of its citizens deported to Siberia. It was not until 1991, when the USSR was collapsing, that the country regained its independence. Quickly reverting to democracy, Estonia joined the European Union in 2004, and put a forward-looking emphasis on digitalization—all of its public services and much of its business is conducted online. It has since become one of the fastest-growing economies in Europe. But it has never relinquished its mistrust of its powerful neighbor to the east, with whom it shares nearly 200 miles of border.

One man tried to stop Vladimir Putin.

His name was Boris Nemtsov. He formed a new political party and planned to run against Putin.

In 2015, he was assassinated. New information reported by the BBC funds that he was followed by members of Russia’s security squad, who murdered him only days before he planned to lead a public protest against Putin.

Here is his Wikipedia entry:

Boris Yefimovich Nemtsov (Russian: Борис Ефимович Немцов, IPA: [bɐˈrʲis jɪˈfʲiməvʲɪtɕ nʲɪmˈtsof]; 9 October 1959 – 27 February 2015) was a Russian physicist and liberal politician. He was involved in the introduction of reforms into the Russian post-Soviet economy.[4] In the 1990s under President Boris Yeltsin, he was the first governor of the Nizhny Novgorod Oblast (1991–97). Later he worked in the government of Russia as Minister of Fuel and Energy (1997), Vice Premier of Russia and Security Council member from 1997 to 1998. In 1998, he founded the Young Russia movement. In 1998, he co-founded the coalition group Right Cause and in 1999, he co-formed Union of Right Forces, an electoral bloc and subsequently a political party. Nemtsov was also a member of the Congress of People’s Deputies (1990), Federation Council (1993–97) and State Duma (1999–2003).

From 2000 until his death, he was an outspoken critic of Vladimir Putin. He criticized Putin’s government as an increasingly authoritarian, undemocratic regime, highlighting widespread embezzlement and profiteering ahead of the Sochi Olympics, and Russian political interference and military involvement in Ukraine.[5][6] After 2008, Nemtsov published in-depth reports detailing the corruption under Putin, which he connected directly with the President. As part of the same political struggle, Nemtsov was an active organizer of and participant in Dissenters’ Marches, Strategy-31 civil actions and rallies “For Fair Elections”.

Nemtsov was assassinated on 27 February 2015, beside his Ukrainian partner Anna Durytska, on a bridge near the Kremlin in Moscow,[7][8] with four shots fired from the back.[9] At the time of his assassination, he was in Moscow helping to organize a rally against the Russian military intervention in Ukraine and the Russian financial crisis. At the same time, he was working on a report demonstrating that Russian troops were fighting alongside pro-Russian rebels in eastern Ukraine, which the Kremlin had been denying, and was unpopular externally but also in Russia.[10] In the weeks before his death, he expressed fear that Putin would have him killed.[11][12] In late June 2017, five Chechnya-born men were found guilty by a jury in a Moscow court for agreeing to kill Nemtsov in exchange for 15 million rubles (US$253,000); neither the identity nor whereabouts of the person who hired them is officially known.[13]

After Nemtsov’s murder, Serge Schmemann of The New York Times paid tribute to him in an article headlined “A Reformer Who Never Backed Down.” Schmemann wrote: “Tall, handsome, witty and irreverent, Mr. Nemtsov was one of the brilliant young men who burst onto the Russian stage at that exciting moment when Communist rule collapsed and a new era seemed imminent.”[14] Julia Ioffe, writing for The New York Times, described Nemtsov after his death as “a powerful, vigorous critic of Vladimir Putin”, who was “a deeply intelligent, witty, kind and ubiquitous man” who “seemed to genuinely be everyone’s friend”.[15]

Who would have wanted him dead?