H.R. 5349 - A Trojan Horse for Ideological Control

H.R. 5349, or the Crucial Communism Teaching Act, is framed as a straightforward educational initiative aimed at informing students about the so-called dangers of communism. On the surface, its language may seem innocuous, suggesting a commitment to teaching history or commemorating the victims of certain oppressive regimes. Yet a closer look reveals a far more insidious purpose. This bill operates as a Trojan horse, designed not merely to educate but to entrench a deeply ideological narrative. By narrowly focusing on the failings and atrocities of “communism,” it seeks to suppress critical discussions about the facts of history as well as alternative systems of governance and economics, leaving capitalism as the unchallenged victor in the classroom.

This is not a bill about fostering understanding or critical thinking; it is a carefully crafted tool of ideological indoctrination. Its true purpose is to foreclose the possibility of students exploring other systems that might challenge the status quo. The framing of communism as a monolithic evil ignores its complexities, variations, and the historical contexts in which it’s adherents attempted to bring it forward. Moreover, it erases any critical engagement with capitalism’s own legacy of exploitation, inequality, and devastation. The bill sends a clear message: capitalism is not to be questioned, and any system that proposes alternatives must be discredited before it can even be considered.

At its core, H.R. 5349 serves the interests of those who benefit most from capitalism’s dominance, reinforcing the idea that it is the only viable system. This move aligns with a broader conservative agenda to control educational narratives, restricting the scope of inquiry in schools and discouraging students from developing the critical thinking skills needed to interrogate the world around them. By presenting itself as a benign effort to teach history, this legislation masks its true intent—to suppress dissent and enshrine capitalism as the unassailable bedrock of society. It is, in every sense, a political project dressed in the guise of education.

The Cuban-American Community and the U.S. War on Cuba

The Cuban Revolution of 1959 marked a seismic shift in the island’s history, bringing an end to U.S. dominance over Cuban resources, labour, and politics. The revolution was born out of decades of imperialist exploitation and the Cuban people’s desire to reclaim sovereignty over their land and lives. For years, foreign interests, particularly those of the United States, dictated Cuba’s economy, using its natural resources and cheap labour to enrich U.S. corporations and a small class of Cuban elites. The rampant inequality, corruption, and lack of autonomy under this system left most Cubans impoverished and powerless, fostering resentment and a growing revolutionary spirit. The revolution, led by Fidel Castro, sought to break these chains, instituting land reforms, nationalising industries, and redistributing wealth to address the profound inequities of the past.

In the aftermath, many members of Cuba’s wealthy elite fled to the United States, where they became staunch opponents of the new regime. Their hostility was not rooted in ideological opposition to communism per se, but in the loss of the wealth, privilege, and power they had enjoyed under a system that prioritised their interests. They were, above all, defenders of capitalism and the structures that upheld their dominance. Their fervent anti-communism served as a means to protect their worldview and interests, and their influence soon found fertile ground in U.S. politics. The Cuban-American community, particularly concentrated in Florida, became a vocal anti-socialist bloc, its political power amplified by the Cold War climate in which anti-communism dominated U.S. policy and rhetoric.

The U.S. government, long accustomed to controlling Cuba as a de facto colony, responded to the revolution with aggression. The embargo imposed on Cuba was, and remains, a form of economic warfare, designed to cripple the Cuban economy and force regime change by strangling the island’s access to global markets and essential goods. This campaign of economic sabotage was supplemented by the CIA’s efforts to destabilise the regime through sabotage, assassination attempts, and covert operations. Dubbed the military wing of capitalism, the CIA has acted for decades as an enforcer of U.S. economic interests, ensuring that no system threatening capitalist hegemony is allowed to flourish. Yet despite this relentless campaign, the embargo has failed in its ultimate goal of toppling the Cuban government. Instead, it has inflicted immense suffering on the Cuban people, a point condemned by the international community in repeated UN votes calling for an end to the embargo.

The introduction of H.R. 5349 fits neatly within this broader ideological war against socialism, with Cuba remaining a symbolic and practical target. Cuban-American politicians and organisations have long advocated for such legislation, but the political climate under the incoming administration has provided new allies to champion their cause. The bill seeks to frame socialism as inherently dangerous, perpetuating the same narrative used to justify decades of U.S. aggression against Cuba. It reflects the wider agenda of suppressing alternatives to capitalism, aligning with the interests of a political class that prioritises the maintenance of wealth and power above all else. This is not simply about Cuba or socialism—it is about ensuring the dominance of a singular economic and political ideology, no matter the cost.

The U.S. Government as a Servant of Capital

The United States government, often framed as a champion of democracy and public welfare, has long been captured by the interests of a small capitalist elite (some say, founded by it). Its policies, both domestic and international, prioritise the preservation and expansion of wealth for corporations and the ultra-rich over the needs of the broader population. Neoliberal policies, such as tax cuts for the wealthy, deregulation of industries, and massive subsidies for corporations, have entrenched this dynamic. These measures are justified under the guise of economic growth and job creation, yet their primary effect is to funnel resources upwards, exacerbating wealth inequality and hollowing out public services. The system is structured to benefit the few at the expense of the many, creating a government that functions more as a steward of capital than as a representative of its people.

Capitalism’s dominance extends beyond economic systems; it requires ideological hegemony, which is maintained through relentless suppression of alternatives. Despite its frequent rhetoric about the virtues of free markets and competition, capitalism, as practiced in the United States, does not tolerate rivals. It thrives not on competition but on control, ensuring that dissenting ideologies—whether economic, political, or social—are swiftly discredited or eliminated. Whenever capitalism’s dominance has been challenged, whether by socialist movements in Venezuela and Burkina Faso, anti-colonial uprisings in Indonesia, or perceived threats from state-managed economies like China, the U.S. government has intervened with remarkable speed and force. These interventions, often carried out overtly or covertly, protect capital and the interests of U.S. and allied corporations. They illustrate capitalism’s inherent fragility; its power relies not on inherent superiority but on suppressing alternatives before they can gain traction.

Domestically, this war on alternatives finds new expression in H.R. 5349. The bill represents an effort to further entrench capitalism’s dominance by ensuring that education reinforces its ideological control. By framing communism as an existential danger and avoiding any critique of capitalism’s systemic flaws, the bill seeks to discredit and suppress alternative systems of thought. The language of the legislation creates the illusion of neutrality, but its purpose is clear: to steer young minds away from considering alternative frameworks and to cement capitalism as the only viable system. Given the way public education is funded in the U.S., with budgets often tied to federal or state requirements, it is not unthinkable that adherence to such curriculum could become a condition for funding. This would leave schools, particularly those in underfunded areas, with little choice but to comply, further narrowing the scope of intellectual freedom in the classroom.

The U.S. government’s role as a servant of capital is deeply rooted in the nation’s history. From its inception, the American colonies were essentially corporate enterprises, established to extract resources and generate wealth for British investors and the Crown. The drive for independence itself was closely tied to economic interests, particularly the Crown’s refusal to allow westward expansion. Britain’s perspective was shaped by a profit-and-loss mindset, failing to see the long-term economic potential of expansion and prioritising the immediate cost of managing and defending new territories. This frustration with Britain’s economic constraints, as much as ideals of liberty, fueled the revolutionary movement.

H.R. 5349 is simply the latest iteration of this historic alignment between governance and capital, wielded to maintain control over not just the economy but the ideological frameworks through which future generations understand and interpret the world. The suppression of alternatives, like socialism or communism, reflects not capitalism’s strength but its enduring fragility—a system that has, since its earliest days, relied on control and expansion to suppress competing ideas and secure its dominance. In this way, the government continues to prioritise the interests of the few, perpetuating a system that stifles the potential for a truly democratic and equitable society, just as it did at the nation’s founding.

Critiquing H.R. 5349

H.R. 5349 presents itself as a neutral and educational initiative, but its language and focus reveal a far more insidious purpose. The bill purports to promote historical understanding by highlighting the supposed dangers of communism, yet it narrowly focuses on its failures without addressing the context or complexities of the systems it critiques. Crucially, it perpetuates the subtle propaganda that governments like the Soviet Union or the People's Republic of China represent “communism” in its entirety, despite the fact that no government has ever been truly communist as Marx envisioned. This misrepresentation allows for a simplistic narrative that demonises an abstract concept whilst ignoring the diverse political economies within socialism and communism. Meanwhile, the bill entirely omits the systemic harms caused by capitalism, colonialism, and imperialism—harms that have left death tolls in the hundreds of millions. Few Americans are taught, for instance, why Chicken Tikka Masala is Britain’s favourite dish or the colonial violence that made it so, or why American jobs have been outsourced to places like China, which capitalism itself enabled.

Rather than fostering critical thinking, the bill functions as a vehicle for ideological indoctrination. It frames communism as a monolithic and inherently dangerous ideology whilst conveniently sidestepping the role of capitalism in perpetuating exploitation, inequality, and environmental devastation. By erasing the failures of capitalism, it glorifies a system under which millions in the United States struggle daily—whether due to inadequate healthcare, poverty wages, or housing insecurity. Furthermore, the bill purposefully excludes any exploration of socialism or political economies, ensuring students cannot meaningfully engage with alternatives to the status quo. The curriculum it promotes is not about education but about reinforcing a singular narrative that serves capitalist interests while discouraging critical inquiry into systemic issues.

H.R. 5349 also sets a dangerous precedent for broader censorship. By framing communism as a catch-all danger, the bill creates space to suppress discussions about socialism, anti-capitalism, or even environmental justice under the guise of opposing “radical ideologies.” When communism is vaguely defined or deliberately conflated with anything undesirable, virtually any progressive idea can be labelled as such and targeted for removal from public discourse. This aligns with broader conservative efforts to control educational narratives, systematically eliminating perspectives that challenge regressive policies. In this context, the bill is not just about historical misrepresentation but about paving the way for ideological conformity, stifling the critical thinking that education should foster. By dictating what can and cannot be taught, it ensures that future generations are equipped only with the perspectives that maintain existing power structures, rendering it a regressive assault on intellectual freedom.

The Bloody History of Imperialism and Capitalism

The history of imperialism and capitalism is steeped in blood, exploitation, and destruction, leaving a legacy that continues to shape the modern world. Britain’s colonial empire, for example, was built on the systematic plunder of countries like India, Burma, and Ireland. In India, forced cash crop cultivation and resource extraction were prioritised over local needs, resulting in famines that killed tens of millions. Similar atrocities occurred in Ireland, where British policies during the Great Famine ensured food exports continued whilst the population starved. Burma, rich in natural resources, saw its teak forests and oil fields drained to enrich the British Empire, leaving behind poverty and instability. Belgium’s reign in the Congo was even more explicitly brutal, with millions of Congolese mutilated or killed to meet rubber quotas under King Leopold II. France and Germany in Africa followed similar patterns of exploitation, employing forced labour and genocide to extract resources and maintain control. These atrocities underscore capitalism’s inherent reliance on systemic violence and dehumanisation to secure profits.

Today, echoes of this exploitation can be seen in global trade dynamics. The United States, for example, complains that China is not buying American cars whilst simultaneously opposing the establishment of Chinese electric vehicle plants in Mexico. This reflects a broader capitalist contradiction: a desire to dominate global markets whilst stifling the economic autonomy of others. The same logic underpins the U.S.’s approach to global economic policy, where control and profit supersede any genuine commitment to free markets or fairness.

The United States’ role in perpetuating this bloody history is undeniable. From the Monroe Doctrine to the Cold War, U.S. foreign policy has centred on suppressing socialism and protecting capitalist interests. The response to any country adopting socialist policies or nationalising industries has been swift and punitive, often involving sanctions, covert operations, or outright regime change. Venezuela, Chile, Indonesia, and even the former Soviet Union and Eastern Bloc nations faced relentless opposition from the U.S. Venezuela’s efforts to nationalise its oil industry, for instance, were met with crippling sanctions. In Chile, the CIA supported a coup that installed Pinochet’s brutal dictatorship, which rolled back socialist reforms through violence and repression. Guatemala saw similar interference when Jacobo Árbenz attempted land reforms that threatened U.S. corporate interests. Vietnam endured decades of war as the U.S. sought to maintain its imperial dominance in Southeast Asia, first supporting French colonial forces and then waging its own devastating conflict. Even in the face of these challenges, countries like East Germany managed to produce innovations like the Trabant—a functional car created under harsh sanctions—highlighting the resilience of socialist economies despite relentless external pressure.

The toll of capitalism extends far beyond these direct interventions. Tens of millions have died from famines, wars, and systemic poverty created or exacerbated by capitalist systems. Along the U.S.-Mexico border, towns illustrate the stark inequalities fostered by capitalism, as U.S. corporations offshore labour to save costs whilst offering little benefit to local communities. Meanwhile, environmental destruction continues unabated, driven by the relentless pursuit of profit. The Chevron doctrine, which prioritised corporate interests over environmental responsibility, exemplifies capitalism’s disregard for the planet. The climate crisis is perhaps capitalism’s most damning legacy, with its extractive and exploitative practices leaving the world on the brink of ecological collapse.

This bloody history reveals the true nature of capitalism and imperialism: systems that prioritise profit over people, control over freedom, and exploitation over equity. Whilst they continue to shape the present, their legacies must be critically examined and challenged if a more just and sustainable future is to be imagined.

The Role of the CIA in Shaping Narratives

The Central Intelligence Agency has played a pivotal role in shaping global narratives to protect and promote capitalist interests. Throughout the 20th century, the CIA orchestrated coups and interventions to overthrow democratically elected governments that dared to challenge capitalist hegemony. From Iran in 1953, where Prime Minister Mohammad Mossadegh was removed for nationalising oil resources, to Chile in 1973, where Salvador Allende’s socialist government was violently replaced by Augusto Pinochet’s brutal dictatorship, the CIA has consistently worked to dismantle regimes that prioritised the needs of their people over corporate profits. Beyond direct interventions, the agency has been instrumental in funding propaganda campaigns designed to instil anti-communist sentiment, fostering a global perception that socialism and communism are inherently dangerous and oppressive.

H.R. 5349 reflects this legacy of CIA-style propaganda, embedding a one-sided narrative into the U.S. education system. The bill seeks to institutionalise the same ideological framework that the CIA has promoted abroad, ensuring that students are exposed to a narrow interpretation of history that vilifies communism whilst erasing the failures and violence of capitalism. By framing socialism as an existential threat and ignoring the systemic harms of imperialism, colonialism, and capitalist exploitation, the bill transforms schools into ideological battlegrounds. It aims to shape generations of students to view alternatives to capitalism with suspicion and distrust, effectively precluding meaningful exploration of other political or economic systems.

Many Americans hold the misconception that the CIA’s influence is restricted to foreign operations, rooted in the belief that the agency cannot legally operate domestically. However, this prohibition effectively ended with the National Intelligence Act of 1981, which granted the CIA the authority to operate within the United States for “national security purposes.” Whilst framed as a measure to bolster national defence, this act marked a significant shift, allowing the CIA to engage in domestic activities under a broad and often ambiguous mandate. Notably, the Act also exempted the CIA from disclosing details about its organisation and functions, shrouding its operations in secrecy and limiting public accountability.

Even prior to the National Intelligence Act, the CIA had a history of domestic spying and narrative manipulation. During the 1960s, the agency launched “Operation Chaos,” a covert program aimed at monitoring and infiltrating peace movements and civil rights organisations within the United States. This operation, along with others, demonstrated the CIA’s willingness to blur the lines between foreign and domestic operations when it came to protecting the interests of the state and, by extension, those of the capitalist elite. Far from being an anomaly, these activities reflected a broader strategy of suppressing dissent and ensuring ideological conformity.

The passage of the National Intelligence Act legitimised and expanded these activities, embedding the CIA’s influence more deeply into domestic affairs. This shift is evident in legislative efforts like H.R. 5349, which align closely with the agency’s historical role in suppressing dissenting ideologies. The bill’s focus on demonising communism and suppressing alternative political frameworks mirrors the CIA’s broader strategy of shaping narratives to protect capitalist dominance. Whilst the agency’s foreign operations have targeted governments and movements perceived as threats to U.S. interests, its domestic agenda now works to reinforce the same ideological control at home.

H.R. 5349 serves as a continuation of this strategy, turning the CIA’s tools of propaganda inward. By embedding a one-sided narrative into the education system, the bill aims to preclude critical examination of capitalism and its alternatives, ensuring that future generations grow up distrustful of any challenge to the status quo. This reflects a system that prioritises the interests of the wealthy and powerful, using education not as a tool for intellectual freedom but as a mechanism of ideological control. The long-standing influence of intelligence agencies, legitimised and expanded under the guise of national security, underscores the increasingly blurred boundaries between foreign propaganda and domestic narrative enforcement.

What Can Be Done

As an anti-capitalist public school teacher with roots in Red Clydeside, a movement that stood as a beacon of working-class Marxist activism in Scotland, my passion for resisting oppressive systems is personal and deeply ingrained. My family’s history of standing against exploitation and inequality serves as a constant reminder of the power of collective resistance. And yet, my dream of a matristic system—a society rooted in nurturing, cooperation, and equity—might, to some, be the ultimate proof of my supposed “pro-communist tendencies.” But if wanting a world where we care for one another, prioritise community, and value humanity over profit makes me a threat, then perhaps it’s the current system that needs to be questioned, not me.

At the heart of change lies education. Critical thinking and historical literacy are essential tools for dismantling the one-sided narratives that dominate our schools. Students deserve the opportunity to explore history beyond state-sanctioned curricula, to learn about the full scope of capitalism’s legacy alongside the nuances of other systems like socialism and critiques like Marxism. By encouraging students to question, analyse, and draw their own conclusions, we can create a generation equipped to challenge the status quo rather than passively accept it. This isn’t about indoctrination; it’s about intellectual freedom—the very thing bills like H.R. 5349 seek to suppress.

If we truly want to understand capitalism’s flaws and contradictions, there’s no better place to start than with Marx’s Kapital. Too often dismissed as revolutionary propaganda, Kapital is, in fact, a rigorous critique of capitalism, dissecting its inner workings and exposing its systemic inequities. Reading Marx isn’t about adopting a blueprint for governance; it’s about engaging with a framework that deepens our understanding of exploitation and the power dynamics shaping our world. Students should be encouraged to read a wide range of differing views, recognising that intellectual exploration does not require wholesale adoption of every idea encountered. As John Stuart Mill observed in On Liberty, “He who knows only his own side of the case knows little of that.” This principle underscores the importance of exposing students to diverse perspectives, fostering their ability to critically evaluate ideas. By delving into works like Kapital, students gain invaluable insights into the mechanics of capitalism, insights that remain as relevant today as when Marx first penned them. Such exploration equips them not with dogma, but with the tools to engage thoughtfully with the complexities of the world.

We must advocate for balanced curricula that critically examine all ideologies, including capitalism. Whilst students are often taught about the “failures of communism” through heavily Western-framed narratives, they rarely learn about capitalism’s own destructive history and the ongoing inequalities it perpetuates. Yet, let us be clear: capitalism is never truly under threat in America. The system is so deeply entrenched—protected by legal, legislative, and cultural barriers—that even the most transformative visions, such as my own desire for a matristic system, face insurmountable obstacles within the current framework. Efforts like H.R. 5349 are not about safeguarding capitalism from real danger but about ensuring it remains beyond reproach, unchallenged by even the faintest whispers of dissent. By resisting such censorship and advocating for a more inclusive and honest approach to education, we can at least empower students to think critically and independently, rather than having their perspectives dictated by those who profit most from the status quo.

Yet, even within a system so deeply entrenched, the possibility for change remains. Meaningful transformation demands organisation and resistance. Grassroots movements are essential to counter the suppression of ideas and to push for systemic reform. These efforts must bring together marginalised communities, understanding that the fight for equity is interconnected across lines of race, gender, class, and ability. Only by uniting can we begin to dismantle the systems that silence dissent and perpetuate inequality, envisioning a society that values inclusion, justice, and humanity over profit.

For me, this isn’t just an academic exercise; it’s deeply personal. I have witnessed how the suppression of critical thought stifles potential and entrenches inequality. Yet, I’ve also seen the transformative power of education and collective action to spark meaningful change. The path forward is daunting, but it’s clear: we must confront the narratives that constrain us, educate ourselves and others, and organise to build a world centred on community, equity, and care. If such a vision challenges the status quo, then perhaps it is the status quo that needs to be challenged.

Final thoughts …

H.R. 5349 is not merely an educational initiative aimed at addressing communism—it is a calculated attempt to silence dissent and cement the dominance of capitalism. By framing communism as an existential threat whilst deliberately omitting any critique of capitalism’s failures, H.R. 5349 seeks to shut down critical inquiry and block alternative visions for society from taking root. Its introduction comes at a time when the United States is experiencing some of the highest levels of economic stratification in its history. Millions are struggling with rising costs, stagnant wages, and inadequate social safety nets, whilst a handful of corporations and billionaires amass unprecedented wealth. In this context, movements like the unionisation efforts at Amazon, Starbucks, and other workplaces represent a clear challenge to capital’s dominance, as workers demand fair treatment and a share of the profits they generate. These developments threaten the interests of those who benefit most from the current system, and the timing of this bill is no coincidence. It is part of a broader effort to suppress intellectual freedom and erode the capacity for independent thought, especially among younger generations who are increasingly critical of capitalism and open to alternatives.

Indeed, this bill represents a direct attack on the very principles that education should embody: critical thinking, intellectual exploration, and the courage to question the status quo. By narrowing the scope of acceptable ideas, it undermines the possibility of imagining systems that prioritise equity, justice, and sustainability over profit. It perpetuates a system that thrives on inequality, relying on the suppression of alternative perspectives to maintain its grip on power. The threat posed by H.R. 5349 is not just to those who advocate for socialism or communism but to anyone who values freedom of thought and the right to question deeply entrenched systems.

The fight against this bill is part of a much larger struggle. It is a struggle for justice, for equity, and for the ability to envision and pursue a better world. The systems we challenge are deeply entrenched, but they are not immutable. By resisting efforts to suppress dissent, fostering critical inquiry, and organising for change, we can preserve the possibility of a future that reflects the values of inclusion, humanity, and care. H.R. 5349 is a stark reminder of the challenges ahead, but it is also a call to action—for those who refuse to accept the status quo and dare to imagine something better.