For a child who liked learning, he was not treated like one. Claude was pushed out because he wasn’t the type of kid who put his head down. No, he had a beautiful mind of his own:

• When asked to describe himself in a personal narrative unit, he wrote, “I’m funny, fast, and smart. I like to laugh and joke around a lot. I am passionate about living, and who I am today.”

• When taught to use figurative language, he wrote his best friend was “as brave as a shark.” He also loved music and word play.

• In a free-write, he wrote, “The moment I’m most ashamed of is doing online work…I think the school owes me an apology because I get bad attendance for having my camera off.”

• For his persuasive speech, he had chosen to write about how testing negatively affects students and why it should be eliminated.Instead of nurturing a child who knew how to think for himself, the public school system discarded Claude.

One purpose of capitalist education is to recreate all the inequalities of a profit system and teach obedience. It sells the fake idea that if you only work hard enough, you’ll make it so just shut up and do your job. This logic ends up blaming students for a rigged system where some have to fail in order for a very few to win (and even the winners are losers at the end). That is what we call a scam, one that disproportionately cheats Black, Brown, and immigrant students out of an education.

Claude deserves a world where we care about kids, not grades; music programs, not imperialist wars; and relationships, not suspensions. That world is not possible under capitalism.

BROOKLYN, NY, March 29—When a neighborhood shooting took the life of a former student, a small school had two very different responses. The administration killed 17-year-old Claude* twice—once by pushing him out, and again by blaming him for his own death—while the students and education workers memorialized him again and again.

In doing so, the Department of Education exposed themselves as a racist child-hating system while the working class in this school of mainly untenured teachers is learning how to be pro-student. As his teacher and communist, I am learning how to win people to fight back and connect Claude to the violent nature of capitalism. A system that kills kids has got to go.

His life mattered
What can I say about Claude except that people loved him as much as he loved life and learning (see box). Three schools are mourning him—his primary/middle school, our school, and his transfer school. The union grief counselor remarked that he “never saw anything like it.” Claude was a neighborhood kid and everyone knew him or of him. He has left a senior and junior class in despair and anger, while the administration has left all the students and workers in the dark.

Instead of acknowledging the death and providing support to grieving students, the principal refused crisis support from the bigger DoE bosses. Instead of reaching out to the family, she smeared Claude’s reputation and character. Instead of holding a school-wide memorial, she reluctantly surrendered to a memorial wall, albeit deep inside the school.

This is the kind of leadership capitalist schools give—all done under a Democratic mayor in a liberal city. 

Students organize vigil
We added photos and messages on the memorial wall. To counter the racist narrative, the academic and character awards Claude had received while at this school were posted as well. The poem “Kids Who Die” by Langston Hughes (see page 8) was also added and shared with participants.   

Later in the week, two education workers and I called out of work to attend Claude’s funeral, which further angered administration. I delivered a portfolio of all the writings of Claude from his freshman year to the family. So many students showed up.

When we asked students what they wanted to do, some said, “at least a balloon release and photos.” So, that’s what we did. Two days after the funeral, students organized a vigil after school. A leaflet explaining that capitalism killed Claude was circulated.

Little did we know that while 24 students and 8 teachers were paying tribute to a clearly beloved student outside the building, a disgusting plan was underway on the inside the school. In true mafia fashion, when barely anyone was around, the memorial wall was disappeared.

Who tore down the memorial?
The next morning, students demanded to know who tore down the memorial wall. One thought it was a kid: “Did they catch him? Did they check the cameras?”

The criminal was none other than the DoE-darling, our Black Caribbean teacher-turned-principal who spends her days fudging data and terrorizing Black, Latin, and immigrant students. Reason for her crime?

“The funeral is over,” said the racist.

Learning to stand up
The utter disregard for a child’s life angered the students and workers. I asked the students, “What should we do?”

“Put it back up” they said, and so that’s what we did. After school, students from the Newspaper Club donated their bulletin board space and posted up a new memorial wall—near the main entrance this time. The administration do their dirty business in secret, but we workers and students must make our fight known. We spoke to every person who passed the halls: athletes in search of the finally-fixed water fountains, guidance counselors and students from other schools in the building, custodians sweeping piles of pencils. Every one of them expressed support for Claude.

The school day hadn’t even officially started the next morning, and the second memorial wall was already removed. People overheard the principal yelling, “Take this down now!”

The ruling class—as manifested in this administration—has put students and education workers in a position to take a stance. An angry meeting ensued with the educator workers’ union representative. I was also pulled out of class for 30 minutes to be disciplined. But, we walked out of the principal’s office with a tiny victory: she was forced to agree to put the memorial wall back up, but in the original less prominent location.

During lunch, a crowd of students and some teachers gathered to put up the memorial for the third time. “Every time she removes it, we’ll just put it back up. And make it even bigger.”

And that’s what we are doing. Working-class students are proving again and again that they can give leadership, and they don’t need the bosses and the overseers to run things.

Making Black boys disappear
Today, three junior boys said they were suspended and are now at risk of failing. When one parent asked to see the suspension letter, the school said they’d get back to them. The students were told to stay home, and weren’t allowed in the building without a parent. Not only did this DoE administration—more like a criminal gang—steal learning time away from the students, they also stole work hours and pay from working-class families who were forced into parent meetings after parent meetings.

Push-out of “difficult” (read: Black, Latin, and immigrant) students from schools is a racist policy. This is exactly what they had done to Claude.

Much like Success Academy—the charter school notorious for having a “got to go” list with names of kids who didn’t fit into their prison environment (New York Times, 10/29/15)—this public school disappears student to keep their graduation numbers and other scholastic data high. The principal loves to laud around her stacks of accolades in an unscreened Title 1 school with nearly 1 in 4 students with a special need. The secret recipe is racism.

At the union meeting today, we reported on the administration’s racist response to Claude and how it’s affecting students. I said, “what happened to [Claude] in the streets was violent, but what this administration is doing to [Claude’s] memorial is also violent…and whether or not you knew him, when one of us is attacked, we are all attacked…When students have an event, show up. When your student disappears, speak up.”

The workers responded with bravery. One new teacher suggested, “We can send a message by everyone wearing a pin.”

Another asked, “Do you have more photos of him that we can post in our rooms?”

Another added, “We need to find a way to incorporate this into our lessons.”

If Claude weren’t pushed out, would he have been alive to walk on graduation day in three
months? An administration that cares more about their 95 percent graduation rate than a
Black child has got to go. Claude’s killing has exposed a criminal policy that we need to
fight.

Claude was not a number. He was a member of the working class, and he deserved better. A
system that treats certain students as expendable DOES NOT deserve to exist. For our
students, shut this racist system down. The fight has only begun.

*The pseudonym Claude is inspired by the communist fighter and writer, Claude Mckay.

The following poem was written by the communist fighter, Langston Hughes (1938). Hughes refers to communist Angelo Herndon who was arrested and convicted of insurrection after organizing Black and white industrial workers in 1932 in Atlanta, Georgia. Karl Liebknecht and Rosa Luxemburg were members of the German Communist Party. They were murdered for fighting against German imperialism and war.

This is for the kids who die,
Black and white,
For kids will die certainly.
The old and rich will live on awhile,
As always,
Eating blood and gold,
Letting kids die.

Kids will die in the swamps of Mississippi
Organizing sharecroppers
Kids will die in the streets of Chicago
Organizing workers
Kids will die in the orange groves of California
Telling others to get together
Whites and Filipinos,
Negroes and Mexicans,
All kinds of kids will die
Who don't believe in lies, and bribes, and contentment
And a lousy peace.

Of course, the wise and the learned
Who pen editorials in the papers,
And the gentlemen with Dr. in front of their names
White and black,
Who make surveys and write books
Will live on weaving words to smother the kids
who die,
And the sleazy courts,
And the bribe-reaching police,
And the blood-loving generals,
And the money-loving preachers
Will all raise their hands against the kids who die,
Beating them with laws and clubs and bayonets
and bullets
To frighten the people—
For the kids who die are like iron in the blood of
the people—
And the old and rich don't want the people
To taste the iron of the kids who die,
Don't want the people to get wise to their own
power,
To believe an Angelo Herndon, or even get together

Listen, kids who die—
Maybe, now, there will be no monument for you
Except in our hearts
Maybe your bodies'll be lost in a swamp
Or a prison grave, or the potter's field,
Or the rivers where you're drowned like Liebknecht
But the day will come—
You are sure yourselves that it is coming—
When the marching feet of the masses
Will raise for you a living monument of love,
And joy, and laughter,
And black hands and white hands clasped as one,
And a song that reaches the sky—
The song of the life triumphant
Through the kids who die.

Bourgeois feminism and the movement of proletarian women are two fundamentally different social movements.”— Clara Zetkin, Die Gleichheit (Equality)

March 8 marks the 114th International Working Women’s Day since its initial celebration by NYC garments workers in 1909.

The struggle for working-class women was inextricably linked to the open call for overthrowing the czarist government. Today, working-class women’s demands are filtered into reforms that benefit bosses and their ruling-class servants. Still working women around the world are at the helm of class struggle, defying the bosses sexist and racist divisions.

From Baltimore to Brooklyn to Los Angeles to Haiti, women are leading the fightback against racist police terror and attacks on healthcare.

From Afghanistan to Russia, working women militantly defied the sexist national bosses and marched against imperialist violence.

The Progressive Labor Party fights to smash capitalism along with its special oppression against women that hurts all workers. Sexism relegates women to reproductive labor, such as cooking, cleaning, and care work, promotes sexist culture that cheapens, degrades, enables the exploitation and abuse of women as sexual objects, and ultimately pits men and women against each other, driving the global epidemic of femicide.

Across the capitalist imperialist world, the leadership and militancy of women, particularly Black women, is essential if we want to break free from the chains of capitalist oppression. Women workers—not “girl bosses”—should run the world alongside the multiracial, multi-gendered international working class.

How it began
International Working Women’s Day (IWWD) began in New York as “Women’s Day,” organized by the Socialist Party of America. After the strike of the International Ladies’ Garment Workers Union in 1909, women met at the international meeting of communist and socialist leaders, the Second International of 1910. They proposed establishing an International Women’s Day to commemorate their comrades in the U.S. By 1911, more than a million workers were celebrating IWWD.

We can also look to find lessons from the two great communist revolutions. The Soviet revolution was rooted in a firm rejection of sexism, from an early pamphlet by Lenin to struggles for more collective living experiments and job opportunities for women workers. Thirty years later, the Chinese revolution also began with an aggressive struggle to free women workers, most of them in agriculture, from the feudal oppression that had enslaved them. After both of these revolutions, important social and economic roles—including positions as doctors, teachers, and engineers--were opened to women workers as sexist notions of their “natural inferiority” were attacked. Divorce and abortion were made freely available. Relics of feudalism, such as the cruel binding of young women’s feet in China, were enthusiastically abolished.

Although sexism predates capitalism, all social relations under class societies like capitalism were always predicated on the idea of preserving private property and maximizing exploitation. Sexism, the special oppression of women, justifies dividing men and women into specific gender roles. Sexist divisions generate superprofits for the capitalists, oppress and objectify half the working-class population, in an attempt to paralyze any working-class unity.

International Working Women's Day belongs to the working class. Help build one world, one party for all workers by taking the lead in fights against police terror, exploitative landlords, and bosses. Painting banks pink and electing women politicians to a government that maintains the super-exploitation of women workers is far from the answer. Reformist solutions—such as  more "democracy"—will not end sexism. Under capitalism, they will only incentivize individuals to strive for their self-interest, the selfish, me-first thinking enshrined by capitalism.

Only by destroying the wage system can we bring an end to sexism. Only then will the profit system’s dogma--“Every man or woman for themselves”—be replaced by the communist principle, “To each according to need.” Only then will collective behavior overcome the selfish me-first thinking enshrined by capitalism.

A world led by PLP
Progressive Labor Party's deep commitment to seeing a world beyond the shallow gaze of identity politics is one of the tenets of our Party's line. Working class women are leading fights against the bosses’ racist and sexist attacks worldwide, including the recent nurse strike in New York City, protests against sexist political violence in Haiti, and battling sexist attacks in Iran against women who refuse to wear hijabs. Working women's power will be self-evident in a communist world, as they will be giving leadership in the fight against sexism. In a world led by millions of communists in the PLP, we have the basis for living an egalitarian life free from capitalist chains.

It is PLP’s obligation to expose and explain that women's liberation doesn’t come from voting, or electing women politicians to oppress us, or expanding the ranks of women CEOs to exploit us. J
For a deeper look at sexism, see PL magazine article “ONLY COMMUNIST REVOLUTION CAN END SEXISM” at www.plp.org/plmagazine