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August 24th marked six months since Russia launched its war on Ukraine, with millions displaced and tens of thousands of civilians and soldiers killed. That same day, August 24th, marked the centennial of the late historian Howard Zinn's birth. Zinn was an author, professor, and anti-war activist. His seminal book, A People's History of the United States, revealed a different, dissident perspective on the historical arc of the Western hemisphere, from Christopher Columbus' arrival in 1492 to the so-called "War on Terror." First published in 1980, A People's History has become a standard text, with over 2 million copies in print. Howard Zinn died in 2010, at the age of 87. His words, more than a decade after his death, are still worth hearing in a world wracked by war, racism and inequality.
"War poisons everybody who engages in it."
"War poisons everybody who engages in it," Howard Zinn said in a 2006 address in Madison, Wisconsin. The United States was waging two major wars at the time, in Iraq and Afghanistan, and supporting ongoing conflicts elsewhere. Howard Zinn continued, "We've had a history of war after war after war after war. What have they solved? What have they done?"
Howard Zinn volunteered to serve in World War II, becoming a bombardier. He participated in the bombing of Royan, a small town along the coast of France, in April, 1945:
"This was a few weeks before the war was going to be over, and everybody knew it was going to be over," Zinn said on the Democracy Now! news hour in 2005. "There was a little pocket of German soldiers hanging around this little town of Royan on the Atlantic coast of France, and the Air Force decided to bomb them--1,200 heavy bombers, and I was in one of them, flew over this little town of Royan and dropped napalm--first use of napalm in the European theater. We don't know how many people we killed, how many people were terribly burned as a result of what we did. But I did it, like most soldiers do, unthinkingly, mechanically, thinking we're on the right side, they're on the wrong side, and therefore we can do whatever we want, and it's OK."
Howard Zinn visited the French seaside resort in 1966 to speak with survivors. He wrote a detailed history of the raid and its consequences. "It was...a very great sobering lesson about so-called good wars."
In Zinn's 2006 Wisconsin speech, he described "the different ratio of civilian-to-military deaths in war... in World War I, 10 military dead for one civilian dead; in World War II, it was 50-50, half military, half civilian; in Vietnam, it was 70% civilian and 30% military; and in the wars since then, it's 80% and 85% civilian."
Howard Zinn taught at Spelman, a historically Black women's college in Atlanta, during the height of the civil rights movement. Among his students were author Alice Walker and Children's Defense Fund founder Marian Wright Edelman. Zinn explained on Democracy Now!, "At Spelman, I got involved with my students in the actions that were going on in the South, the sit-ins, the demonstrations, the picket lines." His solidarity got him fired. In 2005, Professor Zinn was invited back to Spelman to deliver the commencement address.
Howard Zinn became a prominent opponent of the war in Vietnam. In 1968, he and activist priest Father Daniel Berrigan flew to North Vietnam, coordinating the first release of U.S. prisoners of war held there. When renowned whistleblower Dan Ellsberg released the Pentagon Papers, the U.S. government's secret history of its involvement in Vietnam, Howard Zinn and his late wife Roz hid a copy of the documents in their home. His dedication to peace and anti-war activism continued unabated throughout his life.
August 24th, in addition to the anniversary of Zinn's birth, is also the day that Ukraine marks its independence from the Soviet Union. This year, independence celebrations were banned across Ukraine for fear of Russian attacks. Russia did attack a rail station on that day, in the eastern Ukrainian village of Chaplyne, killing at least 25 people, including children. On the same day, President Joe Biden announced an additional $3 billion in military aid to Ukraine, bringing the total in U.S. military aid to Ukraine since Biden took office to $13.5 billion.
Howard Zinn is not here to condemn this war, or any of the others now being fought. But through his example, his activism, and the enduring relevance of his writings, we can commit, on the centennial of his birth, to reiterate one of his central messages: war is not the answer to conflict in the 21st century.
According to the state of Georgia's Standards of Excellence for teaching the Reconstruction era to eighth-graders, students ought to "compare and contrast the goals and outcomes of the Freedmen's Bureau and the Ku Klux Klan." That side-by-side framing of the federal agency tasked with supporting formerly enslaved people in the years after the Civil War with a group of White supremacist terrorists has two problems: It is not only an unsettling echo of the "both sides" language mobilized by then-President Donald Trump following the 2017 deadly white supremacist rally in Charlottesville, but is also an example of how state standards fail to help educate young people about one of the most important eras in U.S. history.
The economic, political, and social gains made by the formerly enslaved during the 1860s and 1870s were swiftly and violently reversed.
In the first-ever comprehensive review of state standards on the Reconstruction era, "Erasing the Black Freedom Struggle: How State Standards Fail to Teach the Truth About Reconstruction," the Zinn Education Project found that most states tell a top-down story of government action that ignores the role of formerly enslaved people organizing for freedom. State standards include Black people more often as objects than subjects.
Equally troubling, several states' standards reveal the fingerprints of the Dunning School, an early-20th-century historical interpretation of Reconstruction named after the Columbia University historian William Archibald Dunning, who deemed the era one of "scandalous misrule" by "carpetbaggers and Negroes."
The narrative of Reconstruction perpetuated by many state social studies standards is part of a longer and larger struggle over the past, the latest episode of which can be seen in a rash of new restrictions on what teachers can tell young people about our nation's history. According to Education Week:
More than 17.7 million public school students enrolled in almost 900 districts across the country have had their learning restricted by local action and the recent slate of laws and policies aimed to ban teaching concepts related to race, racism, and gender, and often deemed "critical race theory."
These memory laws affirm Faulkner's famous adage: "The past is never dead. It's not even past." The interpretation of the past always shines through the prism of struggles in the present, shaping what we can imagine and how we act today.
For much of the 20th century, the Dunning School was the dominant narrative of Reconstruction--expressed not just in academic dissertations and books, but also in popular culture such as "Birth of a Nation" (1916) and "Gone with the Wind" (1936). It posited the era as a "failure" and, in the words of historian Eric Foner, "helped provide moral and historical cover for the Jim Crow system."
Today's efforts to restrict what teachers can say about white supremacy's long shadow--including about its role in crushing Reconstruction--is only the latest manipulation of the past that serves a white supremacist political project.
Even before abolition was affirmed in law, Black people got to work making freedom manifest. They built churches, mutual aid organizations and hundreds of schools. They reunited with stolen family cleaved by slavery, formalized marriages, and established households on their own terms. They negotiated for control over their own labor, sought access to land, and advocated for the right to vote and serve on juries, and for state-funded public education. They held conventions and ran for and held political office at every level of government. And they joined the political coalition that enacted the 13th, 14th and 15th amendments to the Constitution, fundamentally changing the nature of U.S. citizenship and government. This was Reconstruction.
Yet this breathtakingly ambitious effort led by formerly enslaved people to eradicate a brutal and centuries-old form of racist exploitation--and to build an entirely new society--is rarely captured in state standards.
Instead, too many standards bear the mark of Dunning's Confederate interpretation. Alabama, Oklahoma and Tennessee, for example, all exhort educators to "explain the role carpetbaggers and scalawags played during Reconstruction." These terms are offered up as neutral. But they are not. They are the rhetoric of white supremacists intent on reversing gains toward racial equality.
In Texas, one standard asks students to "explain the economic, political, and social problems during Reconstruction." There is no similar standard calling for explanations of how Reconstruction resulted in the expansion of democracy, education and rights. Texas requires its children to learn about Reconstruction as an era of problems, not solutions.
A more subtle example of the influence of the Dunning School is the "successes and failures of Reconstruction" framing that shows up in dozens of state standards. Arkansas's standards call for students to "evaluate successes and failures of Reconstruction," while Tennessee's ask them to "assess the successes and failures of Reconstruction as they relate to African Americans." Given the Dunning School's narrative of Reconstruction as an era of "scandalous misrule"--i.e., a "failure"--one can imagine that the writers of these state standards see the inclusion of "successes" as a kind of balance, a framing that allows for arguments on "both sides."
But the successes and failures story dangerously masks the truth about Reconstruction's demise. The economic, political and social gains made by the formerly enslaved during the 1860s and 1870s were swiftly and violently reversed. White vigilante groups and the Democratic Party waged a campaign of terror to restore a white supremacist social order while the Republican Party reneged on promises to freed people--and the larger promise of multiracial democracy--by returning to business as usual.
No, Reconstruction did not "fail"; it was destroyed. And its destruction was reinforced by a regime of laws, institutions, and violence that lasted well into the 20th century--and beyond.
Asking children to check the "success" or "failure" box on Reconstruction forces them to declare finished what is still alive and still underway. The struggle for voting rights, for example, did not "succeed" with the 15th Amendment, "fail" with the rise of Jim Crow, or finally "succeed" with the Voting Rights Act of 1965; that struggle continues today. History teachers are fond of talking about history as "relevant" to the modern moment; we want our students to understand that the past offers explanations of our origins, examples to be followed or avoided, models and inspiration for action today. But Reconstruction is more than relevant. It is ongoing.
A middle school history teacher in Louisiana told the Zinn Education Project: "It's impossible to understand the rest of the history of the United States without an understanding of Reconstruction." Indeed. Yet too many state standards are still riddled with the fictions of Confederate apologists, and too many state legislatures and school boards are making it harder for educators to correct them.
What might young people do with the real history of Reconstruction? That, it seems, is exactly what some people are afraid of.
When U.S. voters cast their votes in the 2020 November election, an unchecked pandemic raged through the nation, uprisings against racism and police violence stretched into their eighth month, and new climate change-intensified storms formed in the Atlantic. The reactionary and undemocratic system by which we select our president was an insult to the urgency of the moment. Although the most recent tallies show more than 5 million more people voted for Joe Biden than for Donald Trump, thanks to the Electoral College, it took several days to learn who won. To the relief of many, it appears that this time -- unlike 2000 or 2016 -- the candidate who got the most votes nationwide also won the election.
When our students only learn about this exceptionally strange system from their corporate-produced history and government textbooks, they have no clue why this is how we choose our president. More importantly, they develop a stunted sense of their own power -- and little reason to believe they might have the potential to create something better.
To review: A voter in Montana gets 31 times the electoral bang for their presidential vote than a voter in New York. A voter in Wyoming has 70 times the representation in the Senate as a voter in California, while citizens in Puerto Rico or Washington D.C. have none. The Republican Senate majority that recently confirmed Amy Coney Barrett to the Supreme Court, was elected by 14 million fewer votes than the 47 senators who voted against her confirmation.
Yet politicians and pundits regularly pronounce the United States a "democracy," as if that designation is self-evident and incontrovertible. Textbooks and mainstream civics curricula make the same mistake, treating democracy as a fact rather than an enduring struggle -- in which our students can play a critical role.
The standard iteration of "civics" in schools stipulates the brilliance of the framers, the democratic nature of the U.S. system, the infallibility of the Constitution (it was built to be amended!), so that our institutions seem outside of history and beyond politics. As the Koch Brothers-funded Bill of Rights (BRI) Institute states,
The founding documents are the true primary sources of America. Writings such as the Declaration of Independence, the Constitution, the Bill of Rights, and others written from 1764 to 1791, showcase the philosophical, traditional, and political foundations on which our nation was built and that continue to shape our free society.
"Our free society." One danger of a curriculum that declares the United States "free" is that it casts all U.S. institutions, by definition, as also free. The district-adopted textbook I was assigned last year in my Portland, Oregon, suburb, America Through the Lens (National Geographic, 2019), says about the 2016 presidential election, "...Trump won a narrow majority of voters in a number of swing states, or states where the election might go to either party. Even though almost 3 million more Americans cast their votes for Clinton, Trump won the electoral vote 306 to 232." Since freedom is assumed, this textbook sees no need to offer any elaboration of a system in which "swing states" are decisive, and in which the person selected by the majority of voters does not win the presidency.
Perhaps the editors of America Through the Lens assume students have read a previous section of the text on the Electoral College? No. Paging back to the chapter on the Constitution, one finds only this anemic paragraph:
But how should the president be chosen? Some delegates thought the president should be directly elected by the voters. Others wanted Congress or the state legislatures to make the choice. The delegates finally arrived at a solution: an electoral college made up of electors from each state would cast official votes for the president and vice president. The number of electors from each state would be the same as the state's number of representatives in Congress, and each state could decide how to choose its electors.
Students deserve an explanation for the origins of the Electoral College. Instead, the textbook offers mere description, dry as dust. We learn that the Electoral College emerged from a disagreement among delegates, but nothing about the actual substance of that disagreement or the interests at stake. Shouldn't the authors explain to students why our founders rejected direct election of the president by the people, the most democratic option? With no sense of the problem, textbook writers assure students that the Electoral College was a "solution" and send them on their merry way.
But for whom was the Electoral College a solution? Many of the 55 White men at the Constitutional Convention worried about giving too much power to the people. Alexander Hamilton said the masses were prone to passion and might use their vote unwisely. Of course, both passion and wisdom are highly subjective terms. James Madison listed the "wicked schemes" inflaming the people to act so unwisely: "A rage for paper money, for an abolition of debts, for an equal division of property. . ." Madison called voters advancing their own economic interests wicked, but referred to his brethren -- insulating their own wealth and power in Philadelphia -- as "enlightened statesmen." The Electoral College was a "solution" to the bankers and plantation owners in 1787 but looked like exclusion if you were a poor indebted veteran in western Massachusetts, an enslaved person in Virginia, or a Hitchiti person fleeing land-thieving White settlers in Georgia.

Soldiers fire on protesters during Shays' Rebellion. Led by Daniel Shays, a group of poor farmers and Revolutionary War veterans attempted to shut down Massachusetts courts in protest against debt collections against veterans and the heavy tax burden borne by the colony's farmers.
Madison expressed another set of concerns about the direct election of the president. He pointed out that a popular vote would deprive the White South of "influence in the election on the score of the Negroes." He was, of course, referring to the 40 percent of the southern U.S. population made up of enslaved people. Since the men at the Constitutional Convention had already adopted the Three-Fifths Compromise, establishing that enslaved people would bolster enslavers' representation in Congress, the Electoral College was a "solution" because it meant the humans they violently exploited would inflate their influence in presidential elections too.
When my textbook matter-of-factly declares that the Electoral College was a "solution," but makes no mention of the elite and white supremacist interests for whom that was true, nor the exploited and disenfranchised peoples for whom it was a disaster, it does not educate students, but lies to them. The very same textbooks that paint the Three-Fifths Compromise as a shameful relic of slavery, treat the Electoral College as an unremarkable feature of our system, as if they were not borne of the same white supremacist original sin.
This feigned neutrality covers up the classist and racist origins of our institutions. It is not only bad history but signals to students in 2020, "Nothing to see here." The mock elections and legislative simulations common in U.S. civics classrooms encourage students to investigate the swirl of issues inside the container of U.S. "democracy," but rarely the container itself. Students are commanded to vote, but not to judge the fundamental questions of governance not on the ballot -- like the legitimacy of an electoral college devised by enslavers. What if our civics invited students not just to become occupants of an already-built U.S. government, but engineers and architects able to redesign, reframe, and rebuild the whole structure? What if our civics repurposed the word "framer" to mean all of us today -- including our students?
One way to cultivate this activist sensibility in our students is to offer them a curriculum rich with an alternative pantheon of "framers" and "founding parents" in the ongoing struggle for democracy. Central to this project is the rejection of the singular, miraculous, and exceptional founding peddled by the Bill of Rights Institute and others. As Eric Foner's newest book, The Second Founding -- about the Reconstruction Amendments that finally made multiracial democracy possible -- suggests, building freedom is a work in progress.
Similarly, many scholars and activists, notably the Rev. William Barber II, have embraced the idea of a multiplicity of Reconstructions: the first Reconstruction, following the Civil War in which freedpeople and their allies reimagined citizenship, social relationships, and politics; the second Reconstruction in the 20th century, when Black activists and their allies dismantled 100 years of Jim Crow, championed and popularized "one person, one vote," and transformed U.S. law and society; and the third Reconstruction, happening now, exemplified by Black Lives Matter, the Dream Defenders, United We Dream, and others to address the ongoing manifestations of systemic racism in everything from housing to immigration, policing to education. In this telling, the United States has been constructed by many framers, not just those White elites in Philadelphia, but also the millions of unsung heroes who have never stopped seeking to transform the United States and the meaning of freedom.
Angela Davis writes that "freedom is a constant struggle." When, for example, we teach students about the fight for the 15th Amendment, alongside the movement 100 years later for the Voting Rights Act, alongside the efforts now to combat voter suppression, we not only provide evidence of Davis's words, but invite students into that struggle. By rejecting both the textbook's boring and evasive approach to our anti-democratic institutions, and BRI's glorification of a U.S. founding that meant -- and continues to mean -- oppression for so many, we affirm our students' reality and provide models of activism through which they might reimagine and revise it.
On November 2, 2020, one day before the general election that would deny him a second term, Donald J. Trump issued an executive order establishing the 1776 Commission. The commission's mandate? A "restoration of American education" to emphasize the "clear historical record of an exceptional Nation dedicated to the ideas and ideals of its founding." President Trump has been defeated, but this commitment to institutionalize the teaching of American exceptionalism has not. We educators must fight for a curriculum that teaches our students facts not fables. The United States has never been a democracy, defined by freedom and equality for all. But nor has there ever been a time when people did not struggle toward a democratic future, dreaming of freedom, risking life and limb to make those dreams manifest, and creating a more just society along the way. Let's teach civics and history that affirms for our students there is nothing sacrosanct in the political and economic status quo, that freedom fighters, past and present, are founders too, and we all have a right to be framers -- to redesign this structurally unsound house to better shelter our lives, safety, comfort, and full humanity.
When Ruth Bader Ginsburg died on September 18, waves of anxiety rippled through already nervous Democratic circles. The loss of such a monumental figure was sad enough, but there was little time to grieve.
As Zinn wrote, "It would be naive to depend on the Supreme Court to defend the rights of poor people, women, people of color, dissenters of all kinds."
That's because Republican leaders, most notably Senate Majority Leader Mitch McConnell, pounced on the opportunity presented by Ginsburg's death to rush a Supreme Court nominee through before the next President's term, and possibly before the November election.
It's upsetting that Ginsburg died, as many of us felt connected to her through her work and her engaging public persona. But that's not the worst of it. The worst part is the way her death immediately seemed to inspire a ghoulish delight in McConnell and other Republicans, such as Senator Ted Cruz of Texas.
Cruz made the rounds of the Sunday political talk shows on September 20, defending Trump's right to nominate a replacement for Ginsburg and insisting that when the American people elected Trump (not exactly true) what they really wanted was to fill the Supreme Court with "principled Constitutionalists."
And just like that, historian Howard Zinn's voice of reason--a true balm for our frenetic times--bubbled up on social media. Amid the panic surrounding Ginsburg's death and the fear that she will be replaced by a far-right ideologue, people began sharing Zinn's 2005 opinion piece in The Progressive about the Supreme Court.
In the article, Zinn took time to calm the fears surrounding the nomination hearings that had taken place for John Roberts. Roberts sailed through those hearings, of course, as Zinn knew he would, and is today the Chief Justice of the Supreme Court.
Interestingly enough, Roberts has proven to be less of a "yes man" and something of a thorn in President Trump's side.

In truth, the supposedly flawless Constitution gets cast aside all the time whenever those in power--from the President to Supreme Court justices--decide to do so, even when they have left-leaning reputations. Zinn lists a number of cases in which this has happened, from the time during World War I when the right to free speech was threatened, to the endless imprisonment of detainees at Guantanamo Bay.
As Zinn wrote, "It would be naive to depend on the Supreme Court to defend the rights of poor people, women, people of color, dissenters of all kinds." It was this kind of pragmatic clarity that I suspect put Zinn in Trump's crosshairs last week.
While giving a speech in Washington, D.C., to commemorate Constitution Day, Trump railed against the supposed anti-American indoctrination taking hold in the nation's public education system.
We must "clear away the twisted web of lies in our schools," Trump declared, before singling out both The New York Times Magazine's 1619 Project, which places slavery and its ongoing legacy at the center of American history, and "propaganda tracts" written by Zinn.
If only this rightwing conspiracy theory was even partially true. Most kids will never see a word from Howard Zinn or a page from the 1619 Project while in school, thanks to the outsized influence of history textbooks that are published in states like Texas--often with partisan audiences in mind.
Too often, history is still reduced to a boring slog full of dates and names, with little context or critical thinking. Even the classes that are supposed to offer "rigorous" content, such as the advanced placement U.S. History course many high schoolers now take, have been tweaked to reinforce American Exceptionalism.
I would argue, in fact, that more Zinn would help Midwestern voters choose wisely during this election season. Those of us who live here are being persistently courted by both the Trump and Biden campaigns, with Minnesota, Wisconsin, and Michigan in particular seen as "up for grabs."
Trump is planning to spend upwards of $14 million in Minnesota alone between now and November 3, according to a recent Miami Herald article. But what will voters get out of it?
If we had more Zinn in our schools, at least as a counterpoint to the patriotic view of the United States that still dominates, we would know more about what ties us together as a nation, and spend less energy on our differences.
We would know, too, that the rights spelled out in the Constitution are of course not guaranteed. Instead, as Zinn wrote in 2005, the rights we think we have as Americans "only come alive when citizens organize, protest, demonstrate, strike, boycott, rebel, and violate the law in order to uphold justice"--no matter who is on the Supreme Court.
"If you want to read a real history book," Matt Damon's character tells his therapist, played by Robin Williams, in the 1997 film "Good Will Hunting," "read Howard Zinn's 'A People's History of the United States.' That book will knock you on your ass."
It is very unlikely that President Donald Trump knew who Howard Zinn was before he saw the name on his teleprompter. And it is even less likely that he's read "A People's History of the United States." But that didn't stop him from saying -- at the White House Conference on American History on Thursday -- that today's "left-wing rioting and mayhem are the direct result of decades of left-wing indoctrination in our schools. It's gone on far too long. Our children are instructed from propaganda tracts, like those of Howard Zinn, that try to make students ashamed of their own history."
During this new upsurge of mass protest against Trump and police abuse, it makes sense for the president and his followers to try to downplay and discredit previous generations of dissenters.
During his tirade, Trump announced his intention to create a national commission to promote "patriotic education." The goal is to encourage, perhaps even require, teachers to inculcate students with a version of history that views the U.S. as an exceptionally just and benevolent democracy. (Surely he didn't mean teaching impressionable youngsters that "The Pledge of Allegiance" was written in 1892 by Francis Bellamy, a socialist, or that "America the Beautiful" was penned the next year by poet Katherine Lee Bates, another socialist as well as a lesbian and ardent anti-imperialist.)
"We must clear away the twisted web of lies in our schools and classrooms, and teach our children the magnificent truth about our country," Trump said. "We want our sons and daughters to know that they are the citizens of the most exceptional nation in the history of the world." If "ideological poison" such as Zinn is not removed from schools, Trump warned, "it will destroy our country."
The conference, which was held at the National Archives and which had the markings of a bright idea by Trump's propaganda czar Stephen Miller, included panelists who want American history teachers to avoid reference to the nation's flaws. This was, in fact, how American history was typically taught in the 1950s and early 1960s, when textbooks presented a triumphalist, consensus-oriented, almost conflict-free view of the country's past. These were the years when Trump was growing up and which he constantly idealizes as a golden age, when America was "great" -- before the raucous 1960s arrived, disrupting it with protest movements against racism, militarism, and sexism.
But Trump and his allies are fighting an uphill battle. A Pew Research Center poll in late August found that 71% of Americans -- including 87% of Biden supporters and 51% of Trump supporters -- agree that "It makes the U.S. stronger when we acknowledge the country's historical flaws."
During this new upsurge of mass protest against Trump and police abuse, it makes sense for the president and his followers to try to downplay and discredit previous generations of dissenters. Trump made the connection clear.
"A radical movement is attempting to demolish this treasured and precious inheritance. We can't let that happen," Trump warned at the conference. "Left-wing mobs have torn down statues of our founders, desecrated our memorials, and carried out a campaign of violence and anarchy. Far-left demonstrators have chanted the words 'America was never great.' The left has launched a vicious and violent assault on law enforcement--the universal symbol of the rule of law in America. These radicals have been aided and abetted by liberal politicians, establishment media, and even large corporations."
Trump also lambasted the 1619 Project, a series of essays about America's history of racism, published earlier this year in the New York Times--another one of Trump's favorite targets.
Trump has a long history of proclaiming that he understands things better than the people who are experts in those things. When Dr. Robert Redfield, the head of the Centers for Disease Control, testified to Congress that mask-wearing is even more effective against Covid-19 than a vaccine is likely to be. The next day Trump contradicted him.
Redfield is an eminent virologist with a doctorate of medicine from Georgetown University School of Medicine. Trump cheated on his SAT's, paying someone to take them for him.
Masks are estimated to reduce transmission by 80%. Vaccines may only be 60% to 70% effective. I think we may conclude that Dr. Redfield has the better of this argument.
Having crashed the US economy and having polished off tens of thousands of Americans with his irrational policies based on magical thinking, Trump is now coming for American history.
Trump wants history to be taught as a celebration of the United States and its achievements, and wants it taught in such a way as to erase the achievements of popular movements, including unions and civil rights organizations. He singled out for condemnation Howard Zinn's A People's History of the United States. Given that well over half of Americans can't stand the sight of Donald Trump, his condemnation of Zinn's work will certainly shoot it into the ranks of best-sellerdom. Couldn't someone please tell Trump how pernicious my own books are and have him publicly denounce them? I'm sure he hates Napoleon's Egypt, for instance, or The New Arabs, or Muhammad: Prophet of Peace amid the Clash of Empires.
"Trump wants history to be taught as a celebration of the United States and its achievements, and wants it taught in such a way as to erase the achievements of popular movements, including unions and civil rights organizations."
Professional historians are not interested in history as a celebration of anything. They are perfectly happy to praise a remarkable achievement where there has been one, mind you. But academic history is not about praise or blame or making people feel good about their national identity. Historians construct narratives of the past, and if people want to feel good about those narratives, there is nothing wrong with that. But it isn't what the historians are going for.
What excites historians is explanation. Why did something happen when it did? Thousands of books have been written about the French Revolution, trying to explain why it unfolded as it did. Once you get hooked on a question like that, and if you are dissatisfied with the prevailing theories, you can't rest until you get to the bottom of it. Historians are the kind of people who can't understand how anyone could get bored, or want to commit suicide. The archives are there, the documents are available, but so many historical puzzles haven't begun to be solved, and trying to solve them is fun and can give meaning to life. There are only about 12,000 members of the American Historical Association, mostly college professors. A decade ago there were 57,200 high school history teachers. We have 330 million Americans, so I conclude that not very many Americans pursue history as a profession. I personally think we'd all be much better off if there were more.
Historians attend to change over time, causality, context, complexity, and contingency.
We can illustrate these principles briefly with reference to Thomas Jefferson and slavery. Jefferson's slave-owning had a context in the history of European slavery and in the trans-Atlantic trade in African slaves. His own ambivalence about the institution derived from Enlightenment ideals about human equality. He admitted that he ought to have freed his slaves. So why did he decline to manumit his slaves? Well, his Virginia estates were terrible farmland, and he tried to grow tobacco on them, which depletes the soil. They were so bad that he could barely stay in business. He instead setting up a manufactury for nails on his land, which he admitted only prospered because of the labor of his Black slave boys, who were beaten by the overseer. He was convinced that if he let his slaves go, he would go bankrupt. This is no excuse. He was untrue to his own ideals. So what if he couldn't be a British-style gentleman? But in order to understand his moral failure, we have to understand his economic and social context. Contingency comes in here. What if Jefferson had been more entrepreneurial, and more principled, like ex-slave owner Ben Franklin? Or more principled, like George Washington, who did free his slaves? To be fair, only relatively late in life did Franklin take an anti-slavery stand. Or what if Jefferson had been rich and felt he could afford to pay farm hands instead of exploiting the labor of people he tried to own like property? Complexity means not analyzing Jefferson only with regard to his contributions to religious freedom or to the Declaration of Independence or indirectly (he was in France) to the Constitution. It means seeing him as a part of the "gentleman" class. One of his grievances against the British is that they did not view colonists like himself as equal gentlemen to those in Britain. Remaining a landed gentleman was so important to him that he betrayed his belief, expressed in the 1780s, that slaves should be freed. It means seeing him as a slave-owner who raped his slave Sally Hemings. I say raped because a slave cannot refuse sexual advances and the power dynamics of master-slave sex are always predatory. Note that Sally was the half-sister of Jefferson's wife, Martha. Complexity also implies a willingness to bring in a wide array of evidence. In this case, DNA studies prove that Jefferson had children with his slave, Sally Hemings.
And all of these tools allow us to pivot away from Jefferson. What if we instead wrote the biography of Sally Hemings, and told the history through her eyes and that of her six children by Jefferson? What if we traced her ancestry back to, say, Senegalese Muslims? I'm not saying we can, though DNA studies could help with the Senegal part. Would that make American history look different?
Actually, I would add to change over time, causality, context, complexity, and contingency, comparison and contrast as a key tool for historians. Comparing Jefferson, above, to Washington and Franklin and Sally Hemings seems to me to add something to the story. My friend Raymond Grew, who promoted comparative history, just died, so I'm making this point in his memory.
Historians apply these ways of thinking to what they call primary sources. If you are studying a person who lived in the 19th century, and you can find that person's diary, you've hit the jackpot. The diary is a primary source. But it might not be the only one. Say the person was involved in a riot and wrote about it in the diary. But then you find a police report and the incident, and the person being studied, look completely different from the account in the diary. Then you have to weigh the two primary sources against one another. Maybe the policeman was lazy or prejudiced. Or maybe the writer of the diary did something shameful and covered it up when writing about it. Part of what historians do is weight primary sources against one another. But if you have an account of that person written in 1920 long after she or he was dead, by someone who did not know the person, that would be a secondary source. It can be important, but cannot in itself solve most questions.
History-writing doesn't stand still. In that regard, it is a little like science. If you want to know about the moon Titan that orbits around Saturn, you wouldn't want to read a book about it written in 1942. You'd want to know the latest findings. But history isn't exactly like science. There may be some insights in a book written in 1942 about the history of San Francisco that aren't preserved in the most recent good book on the subject. Still, historians believe that as time has gone on, they have made advances in historical understanding.
"The problem with the nineteenth century theory of history is that you get stuck studying government officials. Actually, Trump seems to want us stuck in that stage of history-writing, from a century and a half ago."
Academic history began in late nineteenth-century Germany and Austria when historians developed a theory that if you wanted to study the Austrian diplomat Metternich, you would be best off looking at the memos he wrote. And in the late nineteenth century, governments started letting historians see closed government files, i.e. those from decades before, where the persons involved were dead and the issues were no longer salient. Closed, inactive government (and other) files of documents are called "archives." Archives are to historians as a cow's udder is to her calves.
The problem with the nineteenth century theory of history is that you get stuck studying government officials. Actually, Trump seems to want us stuck in that stage of history-writing, from a century and a half ago. From the late 1950s in particular, historians expanded their repertoire from kings and prime ministers and foreign ministers. E. P. Thompson studied the working class movements of nineteenth-century Britain.
Then came Second Wave feminism and historians turned to women's history. Neither workers nor women had been big subjects in History departments, which had mostly been staffed by upper class men who graduated from Princeton and Harvard. Women did more doctorates and began to be hired. In 1972 the University of Michigan brought in carpenters and plumbers to put women's bathrooms in the building that housed the History Department. Elizabeth Crosby had become the first woman full professor at Michigan in 1936, but she did not have that many female colleagues even in later decades. Princeton let in the first women students in 1969. Both women and men wrote gender history, but women brought new insights to it. History is like that. If you were a sailor before being a historian, you might be especially good at naval history. You bring to it your experiences, which help illumine the past.
Then historians became influenced by sociology and anthropology. They started writing the history of a city over, say, three decades. Or they might write the history of a religious movement, but not in the old way of only looking at the leaders. They'd try to find the diaries of the rank and file. They might look at what mainstream denominations thought of as heresies. And then they began looking at movements of minorities, under the influence of the Civil Rights Movement. African-Americans and Latinos/Latinas did more Ph.D.s in History and began being hired, and they wrote American history very differently than had the previous generation of diplomatic historians studying Warren Harding. The history of slavery became a big subject. Whereas white historians portrayed Jefferson's form of slavery as benign, a new generation looked at it with gimlet eyes and found brutality and cupidity and concupiscence. The history of immigration from places other than Britain, France and Germany rose in the estimation of historians. Some regional history that had been relatively neglected, such as that of New Mexico where I was born, began attracting attention. It wasn't all about Northeast WASPS any more.
Historians are wide-ranging. They have also taken an interest in the rise of the New Right under Ronald Reagan and his successors. The history of the white suburbs has been addressed. It isn't all studies of Detroit auto workers, though they are important and are and should be studied.
In every case, historians weren't just expanding their topics for the sake of diversity. They were trying to explain why history unfolded as it did, and they had become dissatisfied with the notion that it was because high government officials made particular decisions. While that is important, it is also important to look at the social movements that pushed the leaders in that direction. It wasn't like Lyndon Johnson woke up one morning on 1964 and thought to himself, 'By God we need a Voting Rights Act.' He had a larger social context, which included Black young men sitting at a lunch counter in a department store where they were not allowed. The history of those young African-American men in places like Memphis is as important in its way as is a biography of Lyndon Johnson.
Trump and the people around him who wrote his speech, white nationalists like Stephen Miller, want to turn the clock back to a time when they imagine historians only wrote the history of white presidents and other elite actors, and when they did so with gushing praise. There never really was such a time. Professional historians have always been skeptical and the very tools of their profession are seditious, because history teaches us that things could have been different (contingency) and can still be different.
And that is what terrifies Trump and his white supremacist cronies.
Progressive educators and historians fired back on Friday a day after President Donald Trump took aim at the late historian Howard Zinn and the 1619 Project, and vowed to "restore patriotic education" in American schools he accused of teaching "hateful lies about this country."
Speaking on stolen Nacotchtank land just steps away from where Black slaves were bought and sold on the National Mall, Trump delivered an extraordinary Constitution Day address at the National Archives Museum full of patriotic platitudes and praise for the nation's "glorious" history.
The president--who lives in an executive mansion built by slaves--attacked U.S. education, claiming that teaching the "toxic" and "horrible doctrine" of critical race theory is "a form of child abuse in the truest sense of the word."
"Our mission is to defend the legacy of America's founding, the virtue of America's heroes, and the nobility of the American character," the president said. "We must clear away the twisted web of lies in our schools and classrooms, and teach our children the magnificent truth about our country. We want our sons and daughters to know that they are the citizens of the most exceptional nation in the history of the world."
To that end, Trump said he would soon sign an executive order "establishing a national commission to promote patriotic education" and "encourage our educators to teach our children about the miracle of American history."
During his speech, Trump attacked both the 1619 Project--a New York Times Magazine initiative created by Pulitzer Prize-winner Nikole Hannah-Jones focusing on slavery and the key role of Black people in building the country--and Howard Zinn, the iconic historian and author of the seminal best-selling 1980 book A People's History of the United States.
Trump said the 1619 Project "rewrites American history to teach our children that we were founded on the principle of oppression, not freedom."
"The left-wing rioting and mayhem are the direct result of decades of left-wing indoctrination in our schools," Trump said of recent racial justice protests. "Our children are instructed from propaganda tracts, like those of Howard Zinn, that try to make students ashamed of their own history."
Zinn believed just the opposite--that teaching the truth about U.S. history is the best way to fight propaganda.
"We should be honest with young people; we should not deceive them," he told Democracy Now! a year before he died at age 87 in 2010. "We should be honest about the history of our country."
Critics accused the president of whitewashing history in his speech. Trump discussed the "legacy of America's founding" without mentioning the critical fact that the nation was largely established and maintained through genocidal "extermination"--Thomas Jefferson's word--of Indigenous peoples, the enslavement of Black people, and enduring white supremacy.
The president also lauded the Founding Fathers without noting that many of them owned slaves and called for--and perpetrated--genocide against Native Americans. He lionized the nation's founding documents without acknowledging the hypocrisy inherent in proclaiming that "all men are created equal" while denying equality to the majority of the nation's people. He uplifted police as "the universal symbol of the rule of law" while ignoring policing's slave-hunting roots.
Also speaking at Thursday's event was Wilfred M. McClay, whose book, Land of Hope: An Invitation to the Great American Story, will form the basis for Trump's taxpayer-funded "patriotic" curriculum. According to Georgetown University history professor Michael Kazin, the book "ignores most social movements" and gives "the silent treatment to the long struggle for Black freedom."
McClay bashed A People's History, claiming it and other material from the Zinn Education Project (ZEP)--a free resource for educators to teach history from a people's perspective--are "snuck under the door of unsuspecting teachers."
ZEP and numerous educators fired back a series of tweets defending the project and accusing the president of spreading "McCarthy-like" and "fascist" ideas.
Education historian Diane Ravitch excoriated Trump in a Friday blog post, noting his impotency to actually institute his patriotic education plan and doubting whether the president has ever even read either of the nation's founding documents.
"Remember that he repeatedly claimed that Article II of the Constitution allows the president to do whatever he wants. Clearly he has never read Article II," wrote Ravitch.
"Do you think he knows that federal law prohibits any federal official from interfering with curriculum or instruction in the schools? Obviously not, but if he knew, he wouldn't care since he is convinced that he is above the law," she added.
Kevin Kumashiro, former dean of the University of San Francisco School of Education, told Common Dreams in an email that Trump's remarks were but the latest attempt by conservatives to paint critical learning as "divisive, un-American, biased, and inflammatory."
"Not surprisingly, it is this whitewashed curriculum that often gets framed as objective and neutral, whereas efforts to raise awareness about the discomforting realities of race and racism get framed as, in Trump's words, 'toxic propaganda,'" he said, also noting the administration's recent directive banning federal funding of diversity and anti-discrimination training.
Responding to Trump's attacks, Hannah-Jones of the 1619 Project said that "the efforts by the president of the United States to use his powers to censor a work of American journalism by dictating what schools can and cannot teach and what American children should and should not learn should be deeply alarming to all Americans who value free speech."
Hannah-Jones also took to Twitter to respond to Trump's attacks, noting that there wasn't a single Black historian at his American history conference.
January 27th marks the 10th anniversary of the death of the great historian and activist Howard Zinn. Zinn did not merely record history, he made it: as a professor at Spelman College in the 1950s and early 1960s, where he was ultimately fired for his outspoken support of students in the Civil Rights Movement, and specifically the Student Nonviolent Coordinating Committee (SNCC); as a critic of the U.S. war in Vietnam, and author of the first book calling for an immediate U.S. withdrawal; and as author of arguably the most influential U.S. history textbook in print, A People's History of the United States. "That book will knock you on your ass," as Matt Damon's character says in the film Good Will Hunting.
It's always worth dipping into the vast archive of Zinn scholarship, but as the United States flirts with another war in the Middle East, as the presidential campaign raises fundamental questions about the kind of country we will become, and as the world confronts a potentially catastrophic environmental crisis, now is an especially good time to remember some of Howard Zinn's wisdom.
Shortly after Barack Obama's election, the Zinn Education Project sponsored a talk by Zinn to several hundred teachers at the National Council for the Social Studies annual conference in Houston. Zinn reminded teachers that the point of learning about social studies was not simply to memorize facts, it was to imbue students with a desire to change the world. "A modest little aim," Zinn acknowledged, with a twinkle in his eye.
In this talk, available as an online video as well as a transcription, Zinn insisted that teachers must help students challenge "fundamental premises which keep us inside a certain box." Because without this critical rethinking of premises about history and the role of the United States in the world, "things will never change." And this will remain "a world of war and hunger and disease and inequality and racism and sexism."
A key premise that needs to be questioned, according to Zinn, is the notion of "national interests," a term so common in the political and academic discourse as to be almost invisible. Zinn points out that the "one big family" myth begins with the Constitution's preamble: "We the people of the United States. . ." Zinn noted that it wasn't "we the people" who established the Constitution in Philadelphia -- it was 55 rich white men. Missing from or glossed over in the traditional textbook treatment are race and class divisions, including the rebellions of farmers in Western Massachusetts, immediately preceding the Constitutional Convention in 1787. No doubt, the Constitution had elements of democracy, but Zinn argues that it "established the rule of slaveholders, and merchants, and bondholders."
As Zinn told teachers in Houston: "No, the soldier who is sent to Iraq does not have the same interests as the president who sends him to Iraq. The person who works on the assembly line at General Motors does not have the same interest as the CEO of General Motors. No -- we're a country of divided interests, and it's important for people to know that."
Another premise Zinn identified, one that has become an article of faith among the Fox News crowd, is "American exceptionalism" -- the idea that the United States is fundamentally freer, more virtuous, more democratic, and more humane than other countries. For Zinn, the United States is "an empire like other empires. There was a British empire, and there was a Dutch empire, and there was a Spanish empire, and yes, we are an American empire." The United States expanded through deceit and theft and conquest, just like other empires, although textbooks cleanse this imperial bullying with legal-sounding terms like the Louisiana Purchase and the Mexican Cession.
Patriotism is another premise that we need to question. As Zinn told teachers in Houston, "it's very bad for everybody when young people grow up thinking that patriotism means obedience to your government." Zinn often recalled Mark Twain's distinction between country and government. "Does patriotism mean support your government? No. That's the definition of patriotism in a totalitarian state," Zinn warned a Denver audience in a 2008 speech, included in Howard Zinn Speaks, edited by Anthony Arnove [Haymarket Books, 2012].
And going to war on behalf of "our country" is offered as the highest expression of patriotism -- in everything from the military recruitment propaganda that saturates our high schools to the social studies curriculum that features photos of U.S. troops heroically battling "enemy soldiers" in a section called "Operation Iraqi Freedom" in the popular high school textbook Modern World History.
Howard Zinn cuts through this curricular fog: "War is terrorism. . . . Terrorism is the willingness to kill large numbers of people for some presumably good cause. That's what terrorists are about." Zinn demands that we reexamine the premise that war is necessary, a proposition not taken seriously in any high school history textbook I've ever seen. Instead, wars get sold to Americans -- especially to the young people who fight those wars -- as efforts to spread liberty and democracy. As Howard Zinn said many times, if you don't know your history, it's as if you were born yesterday. Leaders can tell you anything and you have no way of knowing what's true.
Howard Zinn wanted educators to be deeply critical, but never cynical. When speaking to the teachers in Houston, Zinn insisted that another premise we needed to examine is the idea that progress is the product of great individuals. Zinn pointed out that Abraham Lincoln had never been an abolitionist, and when he ran for president in 1860 he did not advocate ending slavery in the states where it existed. Rather, it was largely the "huge antislavery movement that pushed Lincoln into the Emancipation Proclamation -- that pushed Congress into the 13th and 14th and 15th Amendments."Zinn urged educators to teach a people's history: "We've never had our injustices rectified from the top, from the president or Congress, or the Supreme Court, no matter what we learned in junior high school about how we have three branches of government, and we have checks and balances, and what a lovely system. No. The changes, important changes that we've had in history, have not come from those three branches of government. They have reacted to social movements."

Thus when we single out people in our curriculum as icons, as "people to admire and respect," Zinn advocated shedding the traditional pantheon of government and military leaders: "But there are other heroes that young people can look up to. And they can look up to people who are against war. They can have Mark Twain as a hero who spoke out against the Philippines war. They can have Helen Keller as a hero who spoke out against World War I, and Emma Goldman as a hero. They can have Fannie Lou Hamer as a hero, and Bob Moses as a hero, the people in the Civil Rights Movement -- they are heroes."
And to this, there is one final "people's history" premise we need to remember -- whether in education or the world outside of schools. As Howard Zinn reminded the audience of social studies teachers in Houston: "People change." Zinn did not look to President Obama to initiate social transformation; but in 2008, he saw the election as confirmation that the long history of anti-racist struggle in the United States produced an outcome that would have been inconceivable 30 years prior. And this shift in attitude should give us hope.
As we remember Howard Zinn on the 10th anniversary of his death, let's count him among the many social justice heroes who offer proof that people's efforts make a difference -- that ordinary people can change the world.
Vietnam came to my attention when I was maybe eleven or twelve, during the last years of the Eisenhower administration.
There must have been some uptick that prompted public anticommunist saber-rattling about what really was already the U.S. war there. My father explained to me what was going on, that the military forces of the Viet Minh, a broad coalition struggling for national independence, led by the Communist Party of Vietnam, had defeated the French army in its seven-year attempt to restore colonial rule after having been displaced by the Japanese, against whom the Viet Minh also fought, during World War II.
After that defeat an international conference--in which the U.S. participated along with Cambodia, the People's Republic of China, France, Laos, the Soviet Union, United Kingdom, the Viet Minh, and the "State of Vietnam," created by France in 1949 as a colonial puppet government--at Geneva in 1954 agreed that Vietnam would be divided temporarily at the 17th Parallel into northern and southern administrative zones and that in 1956 an election would be held to reunify the country. The State of Vietnam, later re-christened the Republic of Vietnam as a US rather than French puppet, rejected the agreement, and the United States did not sign onto it but "took note" of the ceasefire agreements and declared that it would "refrain from threat or use of force to disturb them." In fact, the U.S. openly blocked the agreed-upon reunification election because, as President Eisenhower freely acknowledged, all indications were that Ho Chi Minh, leader of the Viet Minh and Communist Party and a widely revered national patriotic figure, would have won the election. Even as a kid, I was astounded that the U.S. could so blatantly arrogate to itself a right to determine which governments or election outcomes were legitimate in other countries and to depose or impose them unilaterally, including by force and violence up to terror and assassination.
"Even as a kid, I was astounded that the U.S. could so blatantly arrogate to itself a right to determine which governments or election outcomes were legitimate in other countries and to depose or impose them unilaterally, including by force and violence up to terror and assassination."
My dad, responding to my reaction, informed me of the much more general history of U.S. interventionism, partly through introducing me to the story of Smedley D. Butler, former Marine Commandant. Butler's striking 1935 testimony is worth repeating in this political moment:
I spent 33 years and 4 months in active service as a member of our country's most agile military force--the Marine Corps. I served in all commissioned ranks from a second lieutenant to Major-General. And during that period I spent most of my time being a high-class muscle man for Big Business, for Wall Street and for the bankers. In short, I was a racketeer for capitalism. I suspected I was just part of a racket at the time. Now I am sure of it. Like all members of the profession I never had an original thought until I left the service. My mental faculties remained in suspended animation while I obeyed the orders of the higher-ups. This is typical of everyone in the military service.
Thus, I helped make Mexico and especially Tampico safe for American oil interests in 1914. I helped make Haiti and Cuba a decent place for the National City Bank boys to collect revenues in. I helped in the raping of half a dozen Central American republics for the benefit of Wall Street. The record of racketeering is long. I helped purify Nicaragua for the international banking house of Brown Brothers 1909-12. I brought light to the Dominican Republic for American sugar interests in 1916. I helped make Honduras "right" for American fruit companies in 1903. In China in 1927 I helped see to it that Standard Oil went its way unmolested. During those years, I had, as the boys in the back room would say, a swell racket. I was rewarded with honors, medals, promotion. Looking back on it, I feel I might have given Al Capone a few hints. The best he could do was to operate his racket in three city districts. We Marines operated on three continents. (Smedley D. Butler, "America's Armed Forces: In Time of Peace," Common Sense 4 [November 1935])
My father also told me about the 1954 military coup against the legitimately elected government of Jacobo Arbenz in Guatemala. The U.S. government--through the CIA--armed, trained, and funded a military force to overthrow Arbenz and install a brutal military dictatorship, on the claim that Arbenz was soft on communism and, oh by the way, had ended exploitative labor practices from which the US-based United Fruit Company had benefitted.
And he also told me about the joint U.S./British coup in 1953 against Mohammad Mosaddegh, prime minister of the government of Iran, who had had the temerity to propose auditing the books of the Anglo-Iranian Oil Company and limiting the company's control over Iranian oil reserves. The coup installed a brutal dictatorship led first briefly by the military and then until the late 1970s by the repressive, kleptocratic monarchy of the Shah, Mohammad Reza Pahlavi. It was the U.S. imposition of the Shah, and its continuing support of his rule, that gave the 1979 revolution that overthrew him its anti-American character, not any bullshit like opposition to "modernity" or hating us for our freedom.
"It was the U.S. imposition of the Shah, and its continuing support of his rule, that gave the 1979 revolution that overthrew him its anti-American character, not any bullshit like opposition to 'modernity' or hating us for our freedom."
The U.S. remained a dominant political force in Guatemala after the 1954 coup against Arbenz. From the 1960s until well into the 1990s, one military dictatorship after another unleashed death squads and perpetrated massacres of indigenous populations suspected of alignment with the insurgent opposition - all with knowledge and ongoing support of the U.S. government. The more than half century of political and economic destabilization, repression, and terror encouraged and sustained by our government, although seldom discussed in this regard, has much to do with creating the conditions that send Guatemalans northward in desperate, often dangerous pursuit of safety and economic opportunity.
From the late 1950s forward I was old and aware enough to watch U.S. interventionism unfold in real time. The intervention in Vietnam expanded into a genocidal horror that continued until I was in my late twenties, of course. But there were others along the way. Like many progressives here and around the world, we followed the Cuban revolution closely, perhaps with a particular attentiveness because of our family there, and celebrated defeat of the brutal, U.S. backed dictator Fulgencio Batista. I was fourteen when the Bay of Pigs invasion, led by reactionary Cuban exiles, many of them former Batista cronies--and bankrolled, trained and supported by the John F. Kennedy administration--was repulsed by the Cuban military and militias. Less broadly known were the multiple attempts the U.S. made to assassinate Fidel Castro and its support of terrorist acts against the Cuban people, including the 1976 bombing of a Cuban airliner that killed seventy-three people. The U.S. also shielded the bombing's perpetrator, Luis Posada Carriles, from prosecution for that and other crimes until his death last year.
I was sixteen in 1963 when Juan Bosch, the first freely elected president of the Dominican Republic in nearly forty years, was overthrown by a military coup backed by the Kennedy administration. When a popular insurgency was poised to return Bosch to power in 1965, President Lyndon Johnson sent 42,000 US troops to shore up the regime installed by the coup. In 1964 the US backed a military coup in Brazil against the democratically elected government of Joao Goulart, who had, like Bosch, pursued an agenda of mildly egalitarian redistribution. Both Kennedy and Johnson administrations had plotted with the Brazilian right-wing and military to prepare and eventually execute the coup. In its aftermath Brazil was ruled by a murderous military junta until 1985.
The pattern of U.S. interventionism persisted and, if anything, increased in scale during the 1970s. In 1971 the CIA supported and participated in planning a bloody coup against the left-oriented government of Bolivia and installed reactionary Hugo Banzer's military dictatorship. The most blatant and egregious, and bloodiest, intervention during the decade--apart from the on-going carnage in Vietnam--was the 1973 coup against the popularly elected government of Salvador Allende in Chile.
"The pattern of U.S. interventionism persisted and, if anything, increased in scale during the 1970s." The military coup assassinated President Allende and unleashed a regime of extreme repression, death squads and all, and economic plunder and immiseration that beset the country until at least into the 1990s. U.S. corporations and government agencies mounted an open, concerted campaign--employing many of the techniques now on display in Venezuela, e.g., lies, disinformation, terror, economic sabotage--over several years before the coup to destabilize the Chilean economy and undermine the democratically elected government. As Ariel Dorfman and Armand Mattelart demonstrated in their wonderful book, The Empire's Old Clothes: What the Lone Ranger, Babar, and Other Innocent Heroes Do to Our Minds, even Disney and other comic books and cartoons were part of the increasingly bloodthirsty propaganda effort directed against Allende and his Unidad Popular government.
The Chilean coup installed the vicious dictatorship of Gen. Augusto Pinochet, who combined violent political repression and terror with giving control of economic policy to free-market ideologue Milton Friedman and his colleagues from the University of Chicago. Under Pinochet, Chile privatized public goods on a massive scale, became radically more unequal, and was a laboratory for the "Washington Consensus" that imposed austerity and neoliberal "reform" throughout Latin America and much of the rest of the world in the 1980s and 1990s. The misery that regime produced in Latin America eventually led to its repudiation in the "Pink Tide" of leftist governments elected in Venezuela, Bolivia, Brazil, Ecuador, Uruguay, and elsewhere in Latin America in this century.
Two years after the Chilean coup, in 1975, the U.S. and its right-wing allies, particularly in the southern cone of South America, implemented Operation Condor, a clandestine campaign of terror and assassination aimed at leftists, trade unions, and opposition political tendencies throughout the region. Operation Condor was supported by Nixon, Ford, Carter, and Reagan administrations and was a joint effort conducted by US-backed dictatorships in the region, mainly Argentina, Bolivia, Brazil, Chile, Paraguay, and Uruguay. Estimates are that under its aegis as many or more than 60,000 people were killed throughout the hemisphere, including the murder of Orlando Letelier, former Allende government official, along with co-worker Ronni Moffitt at the Institute for Policy Studies, by a car bomb in Washington, DC in 1976. The regional right-wing networks that came together in Operation Condor have persisted, as is reflected in the several joint meetings of ultra-right parties and organizations in Brazil and Venezuela as the campaigns against the governments led by the Workers Party in Brazil and the United Socialist Party of Venezuela intensified over the past decade.
In the late 1970s and 1980s, the U.S. interventionism in Central America that had continued unabated throughout the twentieth century rose to public consciousness and generated a significant protest movement in this country. In 1979, the Sandinista National Liberation Front overthrew the dynastic dictatorship of the Somoza family in Nicaragua. Instructively, the front was named for Augusto Cesar Sandino, who led resistance to the US occupation of the country from 1912 to 1934. The U.S., of course, supported the Somozas' rule until the bitter end, when President Jimmy Carter withdrew official support because of the regime's conspicuous human rights violations.
The Reagan administration, however, intensified "counterinsurgency" efforts in Central America. It waged a proxy war against the Sandinista government in contravention of Congress's specific prohibition and financed it through equally illegal arms sales to the new U.S. enemy, Iran. The U.S. proxy forces in Nicaragua--clustered in four groups of thugs known collectively as the "contras"--also apparently financed their operations via cocaine smuggling, allegedly with CIA support. The Carter administration also supported the right-wing coup in El Salvador in 1979, as well as the military dictatorship it installed, and the U.S., through both Carter and Reagan administrations, continued to bankroll that murderous dictatorship--which mounted atrocity upon atrocity, assassinations and massacres of civilians--and support it with materiel, money, and troops (euphemistically called "advisors") throughout its engagement in a twelve-year civil war against the left and other popular democratic forces. Reagan's architect/liaison to the Nicaraguan contras and the savage Salvadoran right-wing was Elliott Abrams, who recently crawled out of the sewer to serve a similar role for the Trump administration vis-a-vis Venezuela.
"The U.S. is an imperialist power that routinely disregards other nations' sovereignty, often enough violently."
This thumbnail sketch touches on most of the bigger, more dramatic cases of imperialist U.S. interventionism during the Cold War era, but it is schematic. Missing, for example, are the CIA's early 1960s machinations in the overthrow of successive governments in Ecuador, which led to sixteen years of military dictatorship and authoritarian rule; U.S. intervention in the newly independent Congo, including participating in the assassination of former prime minister Patrice Lumumba, or its plotting and participating in the bloody coup against the Sukarno government in Indonesia and subsequent atrocities.
My intention isn't to be exhaustive, only to cut through the fog of historical amnesia that obscures the reality that the U.S. is an imperialist power that routinely disregards other nations' sovereignty, often enough violently. Both Democratic and Republican administrations presume universal U.S. prerogative. It is telling that the U.S. does not recognize the authority of the International Criminal Court (ICC), which prosecutes war crimes, crimes against humanity, and genocide; indeed, Secretary of State Mike Pompeo has denied visas to ICC investigators conducting an inquiry into alleged U.S. war crimes in Afghanistan. From this perspective, it seems ironic, maybe even Freudian, that the U.S. foreign policy establishment in the Clinton administration created the notion "rogue state" to classify other governments it targeted as threats. This history also suggests something of a chickens-coming-home-to-roost quality about Russian interference in U.S. elections.
Considering that history should call for pause as the bipartisan interventionist consensus gears up once again, this time in an effort to topple the legitimately elected government of Venezuela. When I watched U.S. corporate media's straight coverage of what should have been the manifestly absurd spectacle of political unknown--less than 20 percent of the Venezuelan population had heard of him before the US anointed him--Juan Guaido's press conference declaring himself president and then swearing himself in, I couldn't decide whether it was so viscerally appalling because it reflects the extent to which post-Cold War interventionism has been normalized or because it brought to mind the automatically self-justificatory anticommunist interventionism of the pre-Vietnam years. In a matter of days, the media went from describing Guaido first as "the man who proclaimed himself president," then "the man the US recognizes as president," and then "interim president" and the elected president, Nicolas Maduro, as "self-proclaimed."
"History should call for pause as the bipartisan interventionist consensus gears up once again, this time in an effort to topple the legitimately elected government of Venezuela."
Moreover, a rhetoric centering on proclamation of "humanitarian crisis" freezes discussion of the situation in Venezuela on images of the immediate moment, ultimately not much more than captions for the decontextualized visuals, and sidesteps the political issues at stake as well as the origins of the nominal crisis. Absent from the discussion is the fact that the U.S. backed a failed 2002 coup against then second-term elected president Hugo Chavez. Similarly absent are references to other moves from the standard interventionist playbook--efforts to manipulate global commodities markets to reduce prices on key exports (e.g., oil in Venezuela, copper in Allende's Chile); freezing international assets and blockading exports and imports and then blaming the targeted government for economic instability; supporting economic and political sabotage (selective food shortages caused by grocery distributors' holding back shipments and trucking company strikes that paralyze commerce, accompanied by bogus stories of mass starvation). Nor does the overheated discussion uncritically retailed by corporate media from the official US disinformation campaign mention the right-wing opposition's history of openly inciting, provoking, and perpetrating violence, including assassination of United Socialist Party of Venezuela (PSUV) and government officials and activists, not to mention its militant denunciation of the PSUV government's egalitarian social and economic policy initiatives. And, as Max Blumenthal makes clear there is little reason to doubt that the recent countrywide blackout was the result of sabotage. [For credible, more comprehensive alternatives to the mainstream propaganda on Venezuela see here and here.]
We can only hope that the legitimately elected government of Venezuela will be able to withstand this onslaught, and that the U.S. will back away from its saber-rattling. It's a sign of the left's weakness that we can't do much more to affect U.S. policy. Nearly as disturbing as the reality of the U.S. government's disruptive efforts in Venezuela is the fact that the campaign aimed at demonizing and delegitimizing the Maduro government has provoked so little skepticism or protest in this country. In part, that lack of opposition is the product of nearly two decades of steady anti-Chavista propaganda--through Clinton, Bush, Obama, and Trump administrations--and a public discourse that has been primed to accept any outrageous charges aimed at the Bolivarian movement and government.
"Nearly as disturbing as the reality of the U.S. government's disruptive efforts in Venezuela is the fact that the campaign aimed at demonizing and delegitimizing the Maduro government has provoked so little skepticism or protest in this country."
The current effort to topple the Venezuelan government throws into relief another factor that undermines opposition to U.S. adventurism--the extent to which opposition to imperialism has been displaced by concerns with human rights violations or "humanitarian crisis" in debates about U.S. interventionism and the implications of that displacement. Others have examined the ease with which human rights discourse can accommodate imperialist agendas [see, e.g., Jean Bricmont, Humanitarian Imperialism: Using Human Rights to Sell War (Monthly Review, 2007); Samuel Moyn, Not Enough: Human Rights in an Unequal World (Belknap, 2018)]. Characterization of the situation in Venezuela as a humanitarian crisis has depoliticized discussion of the issues at stake there and debate about U.S. response. Thus proposals for a negotiated settlement, presumably with power-sharing, seem a plausible alternative to direct overthrow of the Maduro government. But the conflict in Venezuela doesn't stem from some abstract partisan polarization that could be ameliorated with the assistance of clever political scientists; it's a clash of two fundamentally and diametrically opposed understandings of how and in whose interests Venezuelan society should be organized and governed.
The opposition is rooted in the rabid right-wing and upper classes that have been militantly hostile to all of the social legislation and redistributive policies of the Chavez and Maduro governments. In addition to the failed coup against Hugo Chavez, the right has assassinated numerous local PSUV leaders and made multiple assassination attempts on President Maduro. Like its counterpart in Brazil, the Venezuelan right wing confronted the likelihood that the PSUV government was so popular with the poor and working classes that it was no longer possible to defeat it electorally. In Brazil, that concern led to a constitutional coup that impeached President Dilma Rousseff on trumped up charges and then convicted Workers Party leader and former president Luiz Inacio Lula da Silva, far and away the most popular politician in the country, on bogus corruption charges with what is effectively a life sentence behind bars [see William J. Mello and Altemar da Costa Muniz, "Class Struggle in Brazil: Who Will Defend the Working Class?"(nonsite.org, May 16, 2016); William J. Mello, "Class Struggle in Brazil: The Neoliberal Coup, an Attack on Workers and the Poor" (nonsite.org, July 11, 2018); and Andre Singer, "From a Rooseveltian Dream to the Nightmare of Parliamentary Coup"(nonsite.org, July 18, 2018)].
Humanitarian crisis cannot capture the deep, substantive, zero-sum political-economic nature of the conflict in Venezuela. That characterization seems to warrant a non-ideological call for urgency and compromise, but it is moralistic, not political. Moreover, much of the crisis has a Potemkin quality, produced through what Dan Cohen and Max Blumenthal describe as the "regime change laboratory" of the United States. I discuss below Marcie Smith's important examination of that apparatus and its links to "strategic nonviolence" as the equivalent of a left politics, also disconnected from class and political economy. This is politics that makes use of the symbolic architecture of insurgent social movement action to project an illusion of popular rising against tyranny. (One giveaway of the real focus of the demonstrations is that many of the signs brandished by demonstrators are in English.) Human rights discourse, because it ignores class and political economy, works well with that Potemkin activism, which mimes popular insurgency. For that reason it is important to consider how concern with human rights came to displace the earlier left focus on egalitarian social transformation.
"Humanitarian crisis cannot capture the deep, substantive, zero-sum political-economic nature of the conflict in Venezuela."
As Steve Striffler points out in his timely new book, Solidarity: Latin America and the US Left in the Era of Human Rights, human rights discourse gained currency as a framework for critique of U.S. foreign policy in the 1970s partly because it gave liberals a way to claim moral high ground in criticizing the Nixon administration for its support of horrible dictatorships in Latin America without confronting the imperialist political objectives they shared with Nixon. At the same time, those dictatorships extirpated or drove underground much of the left in the region; therefore, in the absence of a vibrant left with which to align, progressives in the U.S. committed to a politics of international solidarity with Latin America also increasingly were drawn toward human rights discourse. As Striffler indicates, this orientation toward a fundamentally non-political approach to international solidarity would have serious consequences down the line. He stresses the important role the Central America peace movement, and the Committee In Solidarity with the People of El Salvador (CISPES)--which was a committed, ideologically left organization--in particular, played in challenging the Reaganite agenda for the region and even mitigating the carnage the U.S. and its allies were able to perpetrate. He notes as well, however, regarding the broader solidarity movement that "lack of a mass-oriented organization limited the movement's capacity to act with coherence, with focus, or with the kind of political power necessary for changing the fundamentals of U.S.-Latin American relations."
The extent to which human rights discourse has displaced discussion of actual differences of and conflicts over political program also has facilitated military interventionism. What qualify as human rights abuses can be amorphous, and transgressions can exist in the eye of the beholder. How, for instance, does the United States not figure among the world's worst human rights violators with the highest per capita rate of incarceration, a third of its population with no or inadequate access to health care, the most extreme inequality in the world, indefinite incarceration at Guantanamo and elsewhere without due process or trial, extrajudicial killings of American citizens and others around the world? As Striffler argues regarding the emergent mobilization in the U.S. against Pinochet's human rights violations in Chile,
Liberal versions of human rights offered an anti-interventionism that was politically soft, one whose central requirement was that the US government not support military regimes that committed the grossest of human rights violations (in itself a worthy goal). The politics and policies of these regimes, as well as the politics of their opponents, were essentially irrelevant, as were the deeper motivations of the U.S. government and corporations in other parts of the world. This is an anti-interventionism that moves beyond the politics of the Cold War by ignoring it, in effect declaring traditional politics irrelevant and left solidarity obsolete, undesirable, or anachronistic (Solidarity, 117).
In the 1990s, U.S. foreign interventionism took on a new rhetorical patina. During the Cold War, violations of other nations' sovereignty, when justified at all, were cast as noble efforts to "save" the targeted countries from possible communist domination. In the heady moment after the Soviet Union's collapse some in the chattering classes enthused about an openly imperial vision, touting the new "unipolar" world and the US role as "hegemon." George H. W. Bush's 1991 US-led invasion of Iraq seemed to punctuate that enthusiasm. Enforcing human rights emerged over the Elder Bush and Clinton administrations as a high-minded defense of intervention.
For example, alongside exulting in the global hegemon narrative, the Bush administration concocted a hoax--retailed by a fifteen year-old girl who only much later, after the hoax had done its work, was exposed as the daughter of the Kuwaiti Ambassador to the United States and, of course, a member of the royal family--alleging that Iraqi soldiers had removed incubators from a Kuwaiti hospital and let hundreds of babies die. Perhaps the fictitious atrocity was intended to overcome the absurdity that the U.S. was concerned about Iraqi human rights violations in Kuwait in light of the Kuwaiti government's own horrible human rights record. The dead babies hoax was joined by preposterously hyperbolic claims about the power of the Iraqi army that included literal comparisons to Hitler. The corporate newsfotainment industry swallowed and regurgitated all those ridiculous claims hook, line, and sinker, just as they are now doing regarding Venezuela.
Since then, charges of human rights violations have been a standard fig leaf over U. S. military interventionism, in much the same way as the British marched through Africa in the late nineteenth century to stamp out the slave trade and, incidentally, expand an empire. The Clinton administration invaded Haiti in 1994 ostensibly to restore deposed President Jean-Bertrand Aristide, who had been elected with two-thirds of the vote in perhaps the first honest election in the country's history and who embraced a social-democratic program for Haiti. As later became clear, the U.S., while officially supporting Aristide's presidency, supported the coup plotters who deposed him as well [See Nathan J. Robinson, "Haiti's Clinton Problem" (Jacobin, October 22, 2016)]. Tellingly, when the Clinton administration restored Aristide to the presidency, it was with the stipulation that he drop his redistributive program and adopt the austerity regime proposed by the U.S.-backed opponent he'd handily defeated.
The elder Bush and Clinton administrations were instrumental in legitimizing humanitarian interventionism. After the Gulf War, the lame-duck Bush sent 25,000 combat troops to Somalia in support of a U.N. peacekeeping mission; the Clinton administration reduced the troop commitment significantlly but shifted the mission's focus to something more like what would now be called regime change, as U.S. forces turned to pursuit of "fugitive warlord" Gen. Mohammed Farah Aidid. Over his two terms Clinton--again with the assistance of the guide-dog news media--normalized the fundamentally Orwellian notion of "humanitarian bombing" with aerial bombing campaigns and/or missile attacks in Bosnia, Kuwait, Iraq, Afghanistan, Sudan, and Serbia. Some of those campaigns advanced a template for doubling down on humanitarian interventionism by invoking the imperative of stopping genocide as the reason for intervention. As Mahmood Mamdani argues in his important book examining the bases of the early 2000s' Darfur genocide hoax, Saviors and Survivors: Darfur, Politics, and the War on Terror, the genocide charge often is a gambit intended to preempt debate or calls for nuance in analysis or action because the charge implies a moral urgency that renders such calls for judiciousness as effectively complicit with evil. Salacious charges of human rights atrocities function in the same way to undercut debate about military interventionism.
Everyone knows the carnage that the U.S. has unleashed on the world during the George W. Bush, Obama, and Trump administrations, especially but by no means only, in the Middle East and Afghanistan, as well as how the "war on terror" has made permanent war everyday life and underwritten cartoonish characterizations like "failed state," "rogue state," and "axis of evil" that take the place of sober analysis. Jeremy Scahill's Dirty Wars: The World is a Battlefield provides an eye-opening and chilling account of the truly global scope and extent of U.S. interventionism.
Parallel to post-Cold War effusions about a "New World Order" led by the United States as sole superpower, elements of reactionary stab-in-the-back ideology about Vietnam infiltrated popular common sense even among liberals. Reaganites and other rightists had long yearned to purge themselves of the bad taste of defeat in Vietnam, particularly as they convinced themselves that the war was lost not on the battlefield but through the perfidy of spineless politicians and disloyal critics at home. This line--all too reminiscent of German reactionaries' great lie about the causes of defeat in World War I--had been reinforced as common sense through popular culture, e.g., in the Chuck Norris Missing in Action films and Sylvester Stallone's Rambo series in the 1980s, and propagation of the P.O.W./M.I.A. fantasy. Where in the 1970s liberals were likely to understand the lesson of the Vietnam War to be skepticism regarding military intervention, in the Reagan/Bush/Clinton years liberals generated their own sanitized version of overcoming the bad taste of Vietnam line, in the form of calls for national healing.
Part of the liberal posture of judiciousness was a mea culpa for the left's supposed sin of having been antagonistic to the soldiers who returned from Vietnam, despite the facts that a) no substantial evidence exists to support a claim that antiwar protesters assaulted returning GIs and b) it was ultimately the antiwar movement in the military that brought the war to an end (See H. Bruce Franklin, Vietnam and Other American Fantasies and MIA, or Mythmaking in America as well as Jerry Lembcke, The Spitting Image: Myth, Memory, and the Legacy of Vietnam). Franklin and Lembcke discuss how, for example, constant repetition of the lie that antiwar activists spat on returning soldiers in San Francisco has colonized Americans' consciousness to the extent that even veterans whose service records demonstrate that it couldn't possibly have happened to them came to believe that they'd personally had that experience.
"The liberal discourse of healing from Vietnam muddled opposition to the 1991 Gulf War, as it encouraged framing opposition to the war with declarations that it was opponents who really supported the troops, a claim that backhandedly legitimized the right-wing lie about the anti-Vietnam War movement."
A similar, and similarly telling, fiction is that only self-centered hippies and elitist students opposed the war. As Penny Lewis reports in Hardhats, Hippies, and Hawks: The Vietnam Antiwar Movement as Myth and Memory, opinion polls during the war showed that "working-class people were never more likely than their middle-class counterparts to support the war, and, in many instances, they were more likely to oppose it" and that "Johnson and Nixon found their most consistent support among more affluent and educated groups."
The liberal discourse of healing from Vietnam muddled opposition to the 1991 Gulf War, as it encouraged framing opposition to the war with declarations that it was opponents who really supported the troops, a claim that backhandedly legitimized the right-wing lie about the anti-Vietnam War movement by insisting that we take care not to repeat a non-existent earlier transgression. The sensibility underlying that odd "we support the troops" formulation--after all, when do rank-and-file soldiers decide whether or not to make war?--was consistent with representations of the war in late 1980s popular films like "Platoon" (1986) and "Full Metal Jacket" (1987), which focused on the horrors and irrationalities of the war as experienced by soldiers in the field. To that extent, the films could seem to occupy the space of antiwar narratives, but they were actually much closer to the right's stab-in-the-back line. ("The Deer Hunter" and "Apocalypse Now" in the late 1970s had similarly dressed up right-wing narratives about the war in antiwar garb--the former by depicting North Vietnamese soldiers as sadistic monsters and projecting onto them images and practices associated with the U.S. military; the latter by asserting, albeit subtly, at least before release of the extended version, "Apocalypse Now, Redux" with forty-nine minutes cut from the original release that make the point bluntly, that the U.S. failed because the politicians and desk generals didn't have the will to do what was necessary to win. "The Deer Hunter" and "Apocalypse Now" were more powerful as films than the pair from the late 1980s, but the latter films appeared at a moment more generally receptive to rehabilitation of the war.)
Although rumination on the experiences and perspectives of grunt troops in the field gives a sense of capturing the war's most immediate and authentic reality, it obscures the war's purposes, logic and contexts, especially its place in the long pattern of anti-democratic arrogance that has driven U.S. foreign policy against any regimes or movements that indicate greater regard for the well-being of their own citizenries than for U.S. corporate and geopolitical interests. In contrast to the field troops who embody that authenticity, the distant headquarters' commanders appear in those films as clueless bureaucrats and hamstrung, deskbound generals committed to managing a public relations war more than one on the battlefield. This view is essentially the same as the stab-in-the-back story, minus only explicit allegations of betrayal, and that distinction says much about the limits of liberal opposition to U.S. military interventionism in general, particularly in the Cold War and post-Cold War period.
Tellingly, the films dissolve into superficially apolitical hand-wringing about senseless, tragic irrationalities, perverse incentives, and naive, self-defeating good intentions. None of those banalities even acknowledge, much less object to, how that war fit into a pattern of U.S. interventionism. Worse, all that cheap moralism leaves the implication that a more carefully and rationally managed intervention might have been acceptable, perhaps even successful, while not copping to a coherent notion of what success might have been. The imperialist right, never squeamish in its views of the extent of U.S. prerogative, was and remains on hand to fill in clear, and bloody and repressive, standards for both what a better-managed intervention would have been like, what criteria would have defined success, and how it would have been attained. This is one of the ways that liberals can differ from reactionaries only insofar as nominal commitments to civility hold them back from admitting the implications of the actions and policy courses they support. They thus bring to mind Bertolt Brecht's caustic 1935 comparison of liberal anti-fascists to "those who wish to eat their veal without slaughtering the calf. They are willing to eat the calf, but they dislike the sight of blood. They are easily satisfied if the butcher washes his hands before weighing the meat" (Bertolt Brecht, Writing the Truth: Five Difficulties). This is also a helpful perspective to keep in mind when considering the phenomenon of "constitutional coup," which the U.S. and its anti-democratic allies have pursued in recent years against duly elected leftist governments in Paraguay, Brazil and Venezuela. And the Obama administration, lest we forget, backed an old-fashioned coup in 2009 against the elected leftist government of Manuel Zelaya in Honduras.
In the nearly two decades since the September 11, 2001 attacks, sentimental expressions of support for military personnel have become an everyday ritual stifling dissent from militarist foreign policy. Not long after the invasions of Afghanistan and Iraq came the conformist convention of exhortation to make public expressions of support and appreciation for military personnel for "keeping us safe," or "protecting our freedom," when the truth is that U.S. intervention across the globe more likely does exactly the opposite. Then came small gestures of special consideration--e.g., boarding flights early, etc.--and special discounts and perqs in commercial transactions, often enough limiting to military personnel what might have been decent customer service for all. Eventually, that acknowledgment morphed into the ubiquitous, banal "thank you for your service" greeting. The gesture's banality obscures its more deeply insidious character. Some years ago, as my flight approached Orlando, a flight attendant instructed passengers to pull down the shades and turn on the flight attendant call button lights, while she dimmed the cabin lights and read the horrid poem, "It Is the Soldier," which begins "It is the soldier, not the minister, Who has given us freedom of religion," and includes such other gems as "It is the soldier, not the campus organizer, Who has given us the freedom to protest." She then urged us to give a round of applause to acknowledge all the active duty military personnel and veterans on board. I usually keep my head buried in a book during these demands for public display of militarism dressed up as patriotism. Fortunately, in this case the other person in my row seemed just as put off as I was.
"In the nearly two decades since the September 11, 2001 attacks, sentimental expressions of support for military personnel have become an everyday ritual stifling dissent from militarist foreign policy."
It has been chilling to watch as this society has become steadily more militarized since Sept 11. An effect of nearly two decades of war is that a large enough percentage of the population has participated directly in military action in Iraq, Afghanistan or elsewhere--2.8 million individuals (more than in Vietnam) and more than 5.4 million deployments--that shared experience in either invasion or occupation is now a common basis for bonding among random strangers, especially those under forty-five years of age, that is, those with no memory of Vietnam or even Grenada, the Caribbean island nation of 100,000 that the Reagan administration invaded in 1983 to topple a government it didn't like or even George H. W. Bush's 1989 invasion of Panama.
Moreover, the stab-in-the-back lie about Vietnam has become so thoroughly embedded as cultural common sense that, two decades after the Gulf War and phony antiwar films, even President Barack Obama rehearsed a version of the right-wing fantasy in 2012 by asserting that Vietnam veterans had "often been blamed for a war you didn't start when you should have been commended for serving your country with valor...It was a national shame, a disgrace that never should have happened. And that's why here today we resolve that it will not happen again." Obama's speech was part of an effort explicitly intended to rehabilitate the Vietnam War as a worthy and patriotic undertaking (pdf) through honoring and recognizing Veterans. Nor was this a one-off move for Obama. In his "patriotism speech" on the campaign trail, just after he'd secured the nomination in 2008, he complained that
some of those in the so-called counter-culture of the '60s reacted not merely by criticizing particular government policies, but by attacking the symbols, and in extreme cases the very idea of America itself, by burning flags; by blaming America for all that was wrong with the world; and, perhaps most tragically, by failing to honor those veterans coming home from Vietnam, something that remains a national shame to this day.
Increasing militarization and proliferation of an empty, depoliticized human rights discourse, especially as aided by corporate news media that function all too enthusiastically as a steno pool for the State Department and military establishment, have produced a way of thinking and talking about international affairs that never rises above the level of puerile morality plays and Manichaean battles of Good and Evil. Reagan described the Soviet Union as an "evil empire." The George W. Bush administration began with straining to link governments which it opposed to international terror networks. Cuba, Venezuela, Iran, North Korea, Syria have been lumped together with no particular justification. Bush's minions began referring to President Hugo Chavez as a dictator, despite the fact that he was repeatedly re-elected with larger margins than any American president and in elections universally rated among the cleanest and most open in the world. "Dictator" is a pejorative applied to the head of any government the U.S. opposes.
Of course, the corporate media and the liberal chattering class seldom object to aggressive U.S. interventions, military or otherwise, in the affairs of other states on the principle of respecting other nations' sovereignty. Instead, in delineating what it's supposed to mean to be "informed," they reinforce the imperialist--what other term could reasonably apply?--view that reduces the world to a morphing, unstable assortment of global "threats" that the U.S. must manage, contain, neutralize, or overcome. Television commercials for the armed forces that, e.g., tout the U.S. Navy as a "global force for good" or the Marines as "the first to move towards the sounds of tyranny, injustice and despair," [See Smedley D. Butler above] hammer on that same message. A new Air Force ad manages to go a step further and joins militarism with neoliberal feminism and superhero fantasy in celebrating female pilots.
"Of course, the corporate media and the liberal chattering class seldom object to aggressive U.S. interventions, military or otherwise, in the affairs of other states on the principle of respecting other nations' sovereignty."
It was only a matter of time before human rights anti-interventionism would become human rights interventionism. As human rights activism was removed from conventional left projects of social transformation and took on an intentionally apolitical character, it accommodated ever more easily to a tit-for-tat liberal moralism that defines human rights violations in abstract ways that conveniently ignore both the sources of conflict in other countries and domestic U.S. conditions and practices. In the 1990s, allegations of genocide raised the moral stakes of non-intervention. In addition to charges emerging from the wars in the Balkans, human rights advocates' responses to the mass murder of Tutsi people by the Hutu majority government in the Rwandan civil war helped impel toward the transition from anti-interventionist to interventionist human rights ideology. Assertions that the West stood idly by as the Hutu government slaughtered Tutsis and moderate Hutus sparked comparisons to Nazi exterminism and provoked declarations that no similar travesty should ever again be permitted to occur. Suggestions that western inaction stemmed from lack of concern for Africans' suffering only redoubled the sense of righteousness that attached to the indignation.
Genocide thus became the gold standard for justifying demands for intervention in contravention of national sovereignty because, as Mamdani argued regarding Darfur, charging genocide raises the bar of moral urgency to the highest height, from which any skepticism or hesitation is tantamount to criminal complicity. (The genocide charge vis-a-vis western Sudan was ratified by U.S. Secretary of State Colin Powell, who certainly was familiar enough with genocide, given his record in Vietnam and role in retailing the lies that sold George W. Bush's trumped up war on Iraq.) Others may recall as well how curious it was for those with anti-imperialist sensibilities to see Save Darfur activists contemptuously dismiss concerns for Sudanese sovereignty as immoral pettifoggery and demand that the U.S., NATO, or whatever western military force invade western Sudan immediately to stop the purported genocide.
Moral panic completely displaced sober political analysis, and the Save Darfur movement, which was largely propelled by boutique fashion consumption and celebrity endorsement, was a moral panic with little possibility of unpalatable consequences for the righteous. Indeed, Mamdani suggested that an element of the Save Darfur movement's appeal was that it gave Americans a vehicle for acting out antiwar protest without risking hostility for opposing the U.S. wars of aggression simultaneously engulfing Afghanistan and Iraq. Genocide claims appeal also because human rights activism is largely conducted by and through NGOs, which depend on performance-based fundraising, and that in turn requires metrics of atrocity--body counts--to demonstrate both urgency of need and organizational accomplishment. Much interest-group agitation and advocacy proceeds through urging a perspective that glosses over nuance in order to stress the extent and significance of issues or groups advocated for, and that can provide a material springboard for launching moral panic, e.g., as we have seen regarding such issues as sex trafficking and ritual satanic child abuse. And once underway, moral panic warrants cavalier attitudes toward protections like due process, right to confront one's accuser, or national sovereignty. It's not difficult to see how human rights activism can become human rights imperialism, particularly because moral panic eschews consideration of both the concrete sources of conflict and the possible consequences of actions taken in favor of commitment to righteous, and depoliticized, moral urgency. In anthropologist Roger Lancaster's succinct judgment, "Nothing but nothing good can come of this approach. It paves the way for public emotion, not public opinion. It degrades the public sphere and cretinizes the public."
Beginning in the early 2000s a series of highly visible insurgencies erupted in several former republics of the Soviet Union, the Balkans, the Middle East and elsewhere, often lumped together not quite accurately as the "color revolutions" and eventually including the "Arab Spring." These have generally followed similar scripts - large, mediagenic, and militant street demonstrations, generic charges of corruption and authoritarianism, calls for equally generic democracy, and, instructively, many protest signs written in English for consumption by international media. To a more hard-bitten political sensibility many of these eruptions seemed to have a Potemkin quality, in part because a) their complaints and demands were so diffuse, b) they didn't seem clearly rooted in particular sectors of the population, and c) they were so conspicuously directed toward foreign, English-speaking audiences. I couldn't figure out why the New York Times seemed so enthralled with some of them, especially the so-called Arab Spring insurgencies. Then the picture began to clear up.
The object of these insurgencies, or "revolutions," has been "regime change," the familiar nickname--it's really not a euphemism any more--for U.S.-led efforts to topple other governments. As Marcie Smith shows in a powerful forthcoming article, "A False Peace: Gene Sharp, Nonviolence, and Class Struggle," (nonsite.org, April 2019), those color revolutions were largely orchestrated with US assistance, typically from the National Endowment for Democracy, a Reagan era nonprofit created in 1983 to subvert governments around the world, and the Albert Einstein Institution (AEI), a related nonprofit formed the same year and committed to "defending democratic freedoms and institutions; opposing oppression, dictatorship and genocide; and reducing reliance on violence as an instrument of policy." As Smith reports:
Through the 1980s, 1990s, and 2000s, AEI and its affiliates would track, build relationships with, and train nonviolent protesters. AEI did not prioritize fighting dictators in U.S. client states like Saudi Arabia, Zaire, Chile, El Salvador, or Guatemala. Rather, it consistently focused its efforts in countries where political leadership was resisting NATO's geostrategic priorities and/or the privatization-focused economic programs being pushed by the World Bank, International Monetary Fund, and U.S. Treasury: countries like the Soviet Union, Burma, Thailand, Tibet, Yugoslavia, China, Cuba, Venezuela, Iran, and post-collapse Belarus, Ukraine, and Georgia. Most of these target regimes were corrupt and dictatorial to varying degrees; the citizenry had plenty of reason to want change. But always, "the social demands for bread, for work, for effective public services, even for an end to police repression, that drove people into the streets" remained unmet. Rather, where AEI's nonviolent revolution succeeded, the policies of the International Monetary Fund-enforced "Washington Consensus" followed: selling off state assets, deregulating and privatizing state or worker-owned industry, removing price controls, establishing free trade zones, and making cuts to social spending.
Smith recounts an extraordinary history through which U.S. subversion has been staged as a popular-seeming pageantry of protest marches, demonstrations, and calls for democracy, evoking imagistic comparisons to the mass protests of the US civil rights, antiwar and student movements. She tracks that history partly through the career of Gene Sharp, a founder of the Albert Einstein Institution, and widely understood to be a "guru" of nonviolent political resistance. Sharp, she points out, "was compared to Gandhi, praised by progressive heavyweights like Howard Zinn and Noam Chomsky [and] was, in general, viewed as an ally of the downtrodden and a friend of the left."
She argues, however, that Sharp "is better understood as one of the most important U.S. defense intellectuals of the latter twentieth century. Sharp developed his core theories between the 1960s and 1980s at the Center for International Affairs at Harvard, an elite Cold War institute initially co-directed by Henry Kissinger and future CIA chief Robert Bowie, where he worked closely with Nobel prize winning game theorist Thomas Schelling. Sharp held the appointment for thirty years. He advocated for a 'politics of nonviolent action' on the basis of strategy, not sentiment, and his ideas were embedded in a steady, demonstrable commitment to laissez-faire economics and a vanguard neoliberal hostility to the 'centralized state.'"
She elaborates,
With the rise of the Reagan-era foreign policy of communist "rollback," Sharp began promoting "strategic nonviolence" internationally through the Albert Einstein Institution (AEI), which he co-founded with Peter Ackerman, then right hand man to "junk bond king" Michael Milken, and later a Cato Institute board member. With the help of AEI consultant Colonel Robert Helvey, a former Defense Intelligence Agency attache and Dean of the National Defense Intelligence College, AEI trained activists around the world, consistently in countries with administrations opposing the International Monetary Fund, World Bank, and U.S. Treasury-led "Washington Consensus." Sharp's symbolic warfare did not offer opposition activists strategies for organizing toward, winning, and using state power to transform social relations or even invigorate democracy. Rather, it was designed to collapse governments by dissolving the common will that buttresses them. Sharp's nonviolent "ju-jitsu" was effective, distinguishing itself as a powerful weapon of entropy in the U.S. "regime change" arsenal. In the wake of nonviolent regime collapse in places like the Soviet Union and Yugoslavia, life was re-ordered according to the dictates of Wall Street and the City.
It is particularly significant that Smith argues that Sharp, who died in 2018, and the tendency with which he was associated, contributed substantially to shaping the mindset and strategic orientations of the U.S. left during the 1970s and 1980s.
Sharp also had a major impact on the domestic politics of the U.S. left, most importantly through something called Movement for a New Society (MNS), a national activist network started in 1971. Though Sharp was never a member, he was a mentor to MNS founder George Lakey, and his ideas helped form the bedrock of MNS ideology: "revolutionary nonviolence." Echoing Sharp, "revolutionary nonviolence" sought to topple governments through cross-class, consensus-based direct action, called "strategic nonviolence," in order to usher in a decentralized world society. MNS argued that this plan was better than pursuing state power or engaging in class struggle. In the 1970s and 1980s, MNS widely promoted these ideas through then-novel mass activist training programs in the anti-nuclear, peace, environmental, feminist, LGBT, and Central American solidarity movements. MNS disbanded in 1987, but their legacy is far-reaching: strategic nonviolence is the dominant strategy of U.S. protest movements today, and revolutionary nonviolence the strongest ideological tendency, with significant effects on attitudes about the state, class struggle, and political organization and culture.
This perspective on Sharp and the nature of his political involvements is controversial. Many highly regarded progressives who associated with him have denounced Sharp's left critics, claiming that charges linking him, AEI and their activities to U.S. foreign policy interests are ill-intended lies and slander. In 2008 Stephen Zunes assembled 138 signatories--including Zinn, Chomsky, and Daniel Ellsberg--to an "Open Letter in Support of Gene Sharp and Strategic Nonviolent Action" (pdf) that retails such denunciations and allows that, at best, criticisms "represent a gross misunderstanding of the nature of strategic nonviolent action in the struggle for political freedom."
It's understandable that those with personal connections to Sharp and his initiatives would be inclined to think well of and defend them. Yet, Smith's article is deeply researched, carefully argued, and persuasive. It's noteworthy as well that the defenses of Sharp, AEI, and "strategic nonviolent action in the struggle for political freedom" miss the point in an instructive way. Zunes's statement asserts, "The nature of the Institution's work, however, is transpartisan, cutting across political boundaries and conceptions, making its resources available to virtually anyone who is interested in learning about strategic nonviolent action. Providing educational materials and consultation on strategic nonviolent action to particular individuals, therefore, should not be misinterpreted as endorsing their ideological agenda or as evidence of collaboration with any government."
Smith demonstrates that that claim is hardly true in practice: as she points out, the list of regimes targeted for campaigns of "strategic nonviolent action" overlaps far too closely with those on the U.S. hit list. The assertion that "[p]roviding educational materials and consultation on strategic nonviolent actions to particular individuals should not be misinterpreted as endorsing their ideological agenda or as evidence of collaboration with any government" at best is incredibly naive or illustrates, in the spirit of the Brecht quote above, what's wrong with proceduralist liberalism. That people with a history of opposition to U.S. imperialism can take it seriously also illustrates a fundamental problem with a notion of progressive politics that subordinates pursuit of an affirmative vision of social transformation to a belief, which is at the same time technicistic and mystical, that action--or "resistance"--is a politics in itself. Liza Featherstone, Doug Henwood, and Christian Parenti--in their essay titled "Action Will Be Taken: Left Anti-Intellectualism and Its Discontents"--sounded the alarm more than a decade ago about the rise of that tendency in the cultural space that would be occupied by a serious left.
The young troublemakers of today do have an ideology and it is as deeply felt and intellectually totalizing as any of the great belief systems of yore. The cadres who populate those endless meetings, who bang the drum, who lead the "trainings" and paint the puppets, do indeed have a creed. They are Activismists. That's right, Activismists. This brave new ideology combines the political illiteracy of hyper-mediated American culture with all the moral zeal of a nineteenth century temperance crusade. In this worldview, all roads lead to more activism and more activists. And the one who acts is righteous.
"The cadres who populate those endless meetings, who bang the drum, who lead the "trainings" and paint the puppets, do indeed have a creed. They are Activismists. That's right, Activismists."
That turn in part is an accommodation to a history of defeat for a programmatic left. If it's not possible to win anything bold, it's understandable that some who want a better world will be drawn to views that emphasize different standards of success. Smith shows, however, that the notion that nonviolent action is a politics in itself marks the convergence point of naive, purely formalist liberal proceduralism, mendacity, willful self-delusion, self-gratifying moralistic activistism, understandable impatience in the face of clear outrages, and acceptance--intentional or not--of neoliberal capitalism as nature.
As Smith observes, this is a "progressive" activism that is largely blind to political economy and class struggle. It doesn't seriously examine the political and structural conflicts that underlie unrest in the countries toward which activists direct their judgments. It relies on what Lancaster describes as a degraded and cretinized public discourse in which moralistic cliches stand in for analysis. Corruption, for example, is an ambiguous charge, as is tyranny, or state repression; as characterizations, they can depend on perspective and social position - the concrete interests with which one aligns in a particular social order. A presumptive mindset that governments' actions are oppressive and protest demonstrations express popular will reflects the extent to which a fundamentally reactionary anti-statism is embedded in several political tendencies that operate as a left in the United States. Without moorings to definite constituencies or need to consider strategic realpolitik as a constraint on one's own political practice, freelance radicals have little basis for making nuanced, pragmatic judgments about left movements and governments that have to navigate maintaining broad, internally contradictory coalitions while trying not to undermine their larger transformative objectives. Such disconnected radicals often don't grasp the reality that movements actually contesting for and trying to consolidate power and to govern inevitably have to improvise through messiness and contradictions.
That mindset has fueled ultraleft denunciations of the SYRIZA government in Greece for not leaving the Eurozone, despite the massive hardships that move would have imposed on the Greek population and, perhaps more to the point, SYRIZA wouldn't have been able to win if they hadn't pledged not to withdraw. Similar pro forma ultraleft denunciations were directed toward the Workers Party governments of both Lula and especially Dilma Rousseff in Brazil for conciliating capital and toward the Chavista government in Venezuela for cronyism, corruption, and caudillismo. Nominal leftists have attacked Evo Morales on similar grounds for his pursuit of a fourth presidential term. In part this inclination to pontificate is an expression of the arrogance that only ignorance can produce; the absence of sophisticated knowledge and understanding can make for a superficial clarity that facilitates making clean, peremptory judgments. Some western leftists' hyper-judgmental disposition regarding the perceived political inadequacies of leftist governments may partly stem from frustration that those governments don't live up to expectations projected onto them by radicals in the advanced capitalist world hoping for revolutionary inspiration. (Trotskyists, of course, are never satisfied with any movement that actually can attain power.) To some extent also the tendency to judge those governments smacks of a characteristically American presumption that we get to pass judgment on any and every government in the world by standards we propound. That mindset also can play neatly into, even perfume, our own state's imperialist agendas, which, to put it mildly, are never blind to political economy and capitalist class power.
Brazil offers a concrete example of how the left in form, right in essence regime change game plan can work. What became the Potemkin demonstrations against Dilma began as an insignificant student protest against a small increase in bus and train fares, which the right joined and overwhelmed to transform it into an anti-Workers Party/anti-Dilma mobilization. The knee-jerk anti-statist, anti-political party stances embraced at least rhetorically by some social movement activists provided easy portals for the right's entry and takeover. The fantasy of politically pure, spontaneous popular uprising gave cover to the right's systematic efforts to undermine the genuinely popular Workers Party government. Right-wing forces turned the demonstrations into an anti-government campaign driven by their signature charges of corruption. As the demonstrations continued, their reactionary character became clearer; signs in English disclosed one intended audience, and those in Portuguese calling for return of the dictatorship indicated another.
Consistent with Smith's account of how strategic nonviolence campaigns aim to destabilize governments by undermining their legitimacy, the spectacle of the demonstrations left an exaggerated impression of the breadth of the social base those in the streets represented. In both Brazil and Venezuela, the popular governments threatened to become so deeply institutionalized and broadly popular that they'd be nearly invincible electorally. In both cases, generic charges of corruption and militant street demonstrations of dubious origin carried the right's campaigns of destabilization. In Brazil the effects of this campaign were a) to neutralize or immobilize, cast suspicion on or block politically organized sectors from engaging in immediate debates and b) in the longer term to weaken the prevailing mechanisms of political engagement and dispute, as well as the options available for political change. That politics as spectacle and its constant drumbeat of condemnation of the government helped to disorganize politics and create fertile ground for the right. It led to withdrawal of sectors of society that had in the past supported the left, which in turn led to low voter turnout and prompted politically less committed elected officials to flee to political parties outside the Workers Party's coalition. Most of all, in disconnecting politics from concrete issues, it muddled and debased political debate and--along with Dilma's impeachment and Lula's arrest and incarceration--ultimately weakened the political alliance needed to govern.
"Even many of those who consider themselves radicals, while denouncing corporate bias and ideological censorship, assume that progressive political strategy should require pressuring capitalist media to provide a neutral forum for anti-imperialist and anti-capitalist perspectives. They won't; they're on the other side."
The signs in English gave away that those demonstrations were partly intended to discredit the Workers Party government in U.S. public opinion. And, as with the similar but more violent demonstrations in Venezuela, they were successful at least in clouding the actual issues at stake in the political struggle within the country. The drift of much of the internationally oriented U.S. left away from political economy and toward a reflexive anti-statism also contributed to confusion and misunderstanding here about what was actually going on in Brazil. Since Dilma's removal from office, the government has been on a mission to dismantle the apparatus of social protections the Workers Party had secured and now may even be moving toward a second stage of the coup that will return the country to military rule.
A non-, or perhaps worse, consciously "post"-ideological left in the U.S. can fail to notice class struggle in disruptive or violent politics elsewhere. That myopia no doubt is reinforced by a U.S. politics that is primarily an electoral and interest-group affair and without deep ideological differences between the dominant parties. No matter how much political scientists and the commentariat from which they take their cues go on about the problem of partisan polarization, the putative remedy of bipartisanship gives away the reality that the substantive differences in mainstream political debate are incremental, all neatly encompassed within hegemonic neoliberalism. Thus, as Steve Striffler noted in his essay at Common Dreams earlier this week, "Venezuela, US Solidarity, and the Future of Socialism," a left that is both institutionally weak and operates within that hegemonic neoliberal politics can be swayed or immobilized by charges framed on decontextualized proceduralist allegations and depoliticized human rights rhetoric. Because this sort of left is not animated by a vision of socialist transformation and is understandably motivated to move in from the margins of political discourse, its adherents sometimes even join in U.S. propaganda campaigns against demonized governments in the interest of preserving "credibility." I can't count how many entreaties I've received since the 1980s to sign onto some ritual denunciation of purported human rights abuses by governments the U.S. opposed. The rationale has always been the same: if we expect our defenses of left governments or political programs to be taken seriously, we must show that we're even-handed in denouncing abuses. These entreaties beg questions like, "Taken seriously by whom? Credibility in whose eyes?" The answer to those questions can be only the public "conversation" conducted through corporate media by opinion-shaping elites, i.e., credibility in the eyes of the principal architects and propagandists of imperialist interventionism.
The inclination is an artifact of the broader progressive movement's powerlessness and retreat from a coherent vision of social transformation, as is reflected in the commonly expressed call to resist oppression. Smith and Striffler both discuss the problem of a broader U.S. left that has no clear social base or class politics. Not being tied to a particular base or political program encourages seeking to inform and appeal to a diffuse, general population--the "people" or the "public"--as a political approach. And the goal of reaching a diffuse public underwrites concern with gaining or maintaining access to mainstream media, which in turn disposes toward projecting watered-down, moralistic formulations that seem acceptable to liberal sensibilities. In "Ritual Protest and the Theater of Dissent" (nonsite.org, March 3, 2017), Virginia Hotchkiss examines this phenomenon's perverse impact on protest and mass demonstrations as a form of political expression. Her description of the emergence of an industry that facilitates formulation of ostensibly insurgent politics as a public relations project tracks closely to Smith's description of Sharp et al.'s "politics of nonviolent action." Cautioning about what she calls "Social Movement, Inc.," Hotchkiss observes:
The politics that inform these actions, where not entirely opaque, are based on a semi-spiritual belief that the right recipe of symbolism, passion, and powerful visuals will inspire significant political action that will alter the course of this or that unjust policy or state of affairs. Organizers want to inspire the people who view their protest images on their phones. To this end, they reach for cliched tropes of earlier social movements to galvanize the imagination of onlookers. They sing the familiar songs, sometimes with their own lyrics added in, and steel themselves in the unimpeachable credentials of social justice saints of yore. In one characteristic overreach, an organizer told a crowd that they were the "Harriet Tubmans" of the environmental movement, freeing people from the slavery of fossil fuels. Historical inspiration belongs in these fights, but an equation with Tubman exposes the delusion of demonstrators who believe they are in the midst of a powerful social movement instead of a tired ritual.
Alongside this myth of the spark that will set the prairie on fire, there is generally the belief that the person targeted, be it a governor, CEO, or even the President, will "do the right thing" if confronted with demonstrations that make a powerful appeal to his or her moral compass. Both "theories of change" rely almost entirely on a media strategy, and thus the steady drift of Social Movement Inc. into PR land.
Even many of those who consider themselves radicals, while denouncing corporate bias and ideological censorship, assume that progressive political strategy should require pressuring capitalist media to provide a neutral forum for anti-imperialist and anti-capitalist perspectives. They won't; they're on the other side. The stubborn belief that corporate media must give opposition voices an honest hearing is an effect of decades of defeat and the incoherence that has resulted from it, including a "left" political imagination whose horizons have retracted to incremental modifications of liberal capitalism. The reality of powerlessness feeds a sense that the exigencies of the moment supersede the need to struggle to build the power necessary for pursuing a transformative agenda. Inability to mobilize mass action in support of unconventional positions--e.g., defense of the PSUV government in Venezuela or its PT counterpart in Brazil against U.S.-backed right-wing attacks--calls forth, simultaneously, public expressions of existentially defiant but politically impotent rhetoric and opportunistic appeals to a moralistic least common denominator like objection to alleged atrocities and human rights violations.
As Striffler makes clear in his essay, that failure is not only one for international solidarity; failure to articulate a clear defense of efforts to build socialism in Venezuela and elsewhere also undermines our own struggle for socialist transformation here.
"A lie cannot live." --Dr. Martin Luther King Jr.
"...at least not forever." --Zenobia Jeffries Warfield
At the time of his death, Dr. Martin Luther King Jr. was one of the most reviled men in the United States. Today, we remember him as the beloved Dr. King, and many of us refer to him as such.
Many of the conditions that he marched, boycotted, and spoke out against still exist today--racism, materialism, militarism. We celebrate him now, even while condemning today's activists the same way Dr. King was condemned 60 years ago.
But as we read mainstream articles and hear reports and speeches about how far we've come on this federal holiday honoring him, it is important that we remember some of the most hateful things that have been said about Dr. King and what he stood for by leaders of and in this country--Black and White--then and now. Why? Many of the conditions that he marched, boycotted, and spoke out against still exist today--racism, materialism, militarism. We celebrate him now, even while condemning today's activists the same way Dr. King was condemned 60 years ago.
Some regarded him as "too passive" for his position on nonviolent action. Others, "too radical," for his stance against racism and oppression.
Dr. King was widely disliked for his message of liberation for oppressed people in this country--Black people, Brown people, Native people, all poor people. The year he died, nearly 75 percent of American people disapproved of him, according to a 1968 poll.
His contemporary Malcom X said that "ignorance of each other is what has made unity impossible. Therefore, we need enlightenment. We need more light about each other. Light creates understanding, understanding creates love, love creates patience, and patience creates unity. Once we have more knowledge about each other, we will stop condemning each other and a united front will be brought about."
It's true. The sanitizing of Dr. Martin Luther King Jr. along with the message of equality he was preaching, the uphill battle he was fighting, is doing more harm than good to today's movement for Black Lives and other modern freedom fighters.
Donald Trump is the modern version one of those White men, spitting and shoving and kicking the civil rights activists of Dr. King's era.
I understand the temptation. We are a country led by a racist, misogynist, xenophobic, bigoted bully. Donald Trump is the modern version one of those White men, spitting and shoving and kicking the civil rights activists of Dr. King's era.
There are people who cringe at the thought of this and wish we could all just focus on the progress, the good of Dr. King and his message, the good of the civil rights movement, the good of today's movements that are demanding justice for Black men, women, and children killed by police, proclaiming that Black Lives Matter; justice for women in the #timesup movement, girls and women of the #metoo and #muterkelly and missing and murdered Indigenous women movement; justice for immigrants; justice for Indigenous peoples of this land in movements like Standing Rock; justice for trans, binary, and gender-nonconforming people.
It's a problematically romantic and often White vision of Dr. King as the Moses who led his people to freedom. It's the discomfort of privilege and the resulting cognitive dissonance that make folks avoid the pain and anger still brewing in oppressed communities. They cannot see how ineffective are their attempts at building bridges--that are still burning.
There's a saying in some Black church communities about folks like this, "Everybody wanna go to heaven, but don't nobody wanna die."
Even Dr. King saw this tendency of White people to too quickly and with too much relief declare success and head home smiling. In his famous Letter from a Birmingham Jail, he wrote:
"First, I must confess that over the past few years I have been gravely disappointed with the white moderate. I have almost reached the regrettable conclusion that the Negro's great stumbling block in his stride toward freedom is not the White Citizen's Councilor or the Ku Klux Klanner, but the white moderate, who is more devoted to 'order' than to justice; who prefers a negative peace which is the absence of tension to a positive peace which is the presence of justice; who constantly says: 'I agree with you in the goal you seek, but I cannot agree with your methods of direct action'; who paternalistically believes he can set the timetable for another man's freedom; who lives by a mythical concept of time and who constantly advises the Negro to wait for a 'more convenient season.' Shallow understanding from people of good will is more frustrating than absolute misunderstanding from people of ill will."
I don't believe Dr. King's intent was to make these folks feel bad, in fact, I'm sure he wasn't thinking about their feelings at all. I believe his point was to charge them to get out of their feelings and focus on--not the good but the fight at hand: the threat to justice everywhere.
This means confronting and questioning with courage and confidence all the lies we've been told about the history of this country. Even the lies about Dr. King's successes.
This means pulling back the veil on the atrocities committed by the "forefathers" and subsequent leaders of this country.
This means pulling back the veil on the atrocities committed by the "forefathers" and subsequent leaders of this country: the genocide of Indigenous people, the enslavement and torture of African people, the plunder and terrorization of Black men, women, and children, the internment of Japanese people, the suppression of women's votes and voices, the mass incarceration of Black and Brown people.
This means not just apologizing for slavery, but doing something to repair the harm caused by it that persists to this day.
"Dr. King understood," political activist and North Carolina NAACP leader the Rev. Dr. William Barber points out in a recent article, "that whenever we compromise with a lie about who people are, we empower the political forces that have exploited our nation's divisions to cling to power."
Hence, the Trump presidency.
If we want this country to be great--for the first time ever--and to live up to the racial justice work of Dr. King and so many others, we can start by telling the truth.
And here's the truth: Dr. King's work is not done. Those of us who continue to press forward for the liberation of all oppressed people celebrate him in the work we do daily.