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During the trip, the speakers argue that “there are problems that humanity faces. There are social problems that we as humans face that only a socialist society can solve.” They cite “a completely innovative thing that they created that hadn't existed up until they created it”—droplets in the nose to curb Alzheimer’s—and note Cuba’s innovation despite a “sixty plus year blockade.” They describe sending “100 filled suitcases to the brim with medical supplies” and visiting a maternal center where “these women were fully taken care of by their doctors” in a “completely free” system; “maternity leave” starts before birth and “lasts an entire year” with “fully paid salary.” On May Day: “600,000 people” and “Lenin” signs, “Black Panther banner,” pride in unions. The chant: “Cuba si blockade o no?” They argue the blockade aims to undermine the revolution, but there is “legitimacy among the people” and doctors “all over the world.”

Speakers describe a Cuban May Day march where "there were people who would pass by... they would start crying" at pictures of Shay or the president, and "they would hold up signs of Lenin" amid a crowd of "600,000 people." They argue that in America there is no legitimacy because "the working class and oppressed people" "don't know what the alternative is" and that "a revolutionary social society is the alternative." The march showcased "pride flags" and signs for unions and trades, with people carrying brooms and celebrating themselves and the country as part of May Day. They also celebrated American heroes, noting "Doctor King" and a memorial in Havana, acknowledging civil rights advances. An American Brigade carried a "Black Panther banner," and many black Cubans greeted participants with fist bumps. The chant was, "Yes to Cuba, yes to the revolution, but no to the blockades."

Regular medical students, wearing white coats, spoke about being the reason that America’s calling you terrorists: 'we're the reason that America's calling you terrorists.' They added, 'if we're terrorists, we're proud to be terrorists because we're sending doctors around the world. And if that's our terror, then so be it.' Right? But here's this little island, a couple of miles away from America, you know, 90 miles away from America, and they have an a president who talks like us. They have a president who understands the need for a liberated Palestine. And I think that was, that definitely altered my world.

The speaker presents a series of claims about Libya under Muammar Qaddafi, stating: “Did you know that Qaddafi in Libya, nobody's homeless? Listen. Everybody in Libya has either a home or an apartment. They call it a flat.” He asserts that “education in Libya is free from kindergarten through college,” and adds, “if a Libyan wanted to come to America to be educated, the government in Libya pay for their education.” He recalls being present when Qaddafi opened “a $500,000,000 hospital with 18 theaters for operation.” The speaker says he was there “when he was making their own medicines,” implying broad self-sufficiency in medical production. He emphasizes that “this was a man that gave free medical attention to all the citizens of Libya.” Further, he claims that if Libya did not offer that kind of medical attention, Libyan citizens “could fly anywhere anywhere in the world and get it, and the Libyan government would pay for it.” He asserts that, “from the oil money, every Libyan citizen got a stipend every year.” He also states that “that man had no debt,” insisting that “everything in his country was paid for.” These points are presented as a portrait of a government system that provided comprehensive social welfare and financial stability. The speaker then connects these domestic achievements to a broader aim, asking the audience to consider: “See? Now when you got a man that did that for an African nation and was trying to do that for all Africa, how do you think Europe felt about” him? The incomplete ending suggests a follow-up question about Europe’s reaction to Qaddafi’s leadership and his African initiatives, though the thought is cut off in the transcript. The overall arc emphasizes a narrative of inclusive welfare, universal education, free medical care, healthcare self-reliance, and financial stipends funded by oil revenues, portraying Qaddafi as pursuing ambitious social programs within Libya and Africa at large.

The speaker, a trans educator, states that they are teaching pride in their fifth-grade classroom during June. The curriculum includes Blue's Clues Pride, queer portraits, the pride flag, banned books, and queer icons. Students are also learning how to create social media posts related to these topics. The speaker emphasizes the importance of continued learning and understanding, especially at the end of the school year. The main takeaway is a quote from Miss Major Griffin Gracie: "We're all part of one another." The speaker wants people to understand each other as human beings and focus on similarities rather than differences. Resources such as ebooks, slides, and lessons are available in their bio.

A speaker visited the school for two days to ensure that staff could provide information to students about their gender. They emphasized the importance of adults guiding students in sexual education, including topics like masturbation and anal sex. The speaker mentioned a bill that was passed for children as young as five years old. The speaker acknowledged that discussing these topics might be uncomfortable for some, but believed it was necessary. They mentioned critical race theory and pointed out that the principal and mayor of the school were black.

Speaker 0 states that socialism, Islam, and Palestine are the three holy grail taboos in American politics. Speaker 1 responds enthusiastically. Speaker 0 asks why Palestine is a part of Speaker 1's politics. Speaker 1 answers that growing up in the third world gives a different understanding of the Palestinian struggle.

Revolution Plaza is an example of the resistance to the blockade. May Day in Cuba news—'essentially celebrating all the successes of the people'—while outlets seldom cover it. The blockade is the principal struggle, with power outages and water shortages, and ideological battle accelerated by easy Internet access to pro-American narratives. 'Ninety five percent of the problems in Cuba come from the blockade, and then 5% is the 5% that they all spend all their time arguing about.' Cuba’s brigades foster innovation: workers submit fixes and can win material rewards. Higher education is '100% free' with dorms and 24/7 doctor. They described 'the most progressive family code in the history of the world' arising from '700,000 submissions.' A trans person found Cuba 'the safest place I've ever been.' The US TSA caused hassles; in Cuba there were 'no hassle or hoops to jump through.' Visiting is 'doable' and Cubans welcome activists.

Speaker 0 states they are not a communist, but confirms they are a Marxist. When asked to clarify the difference, Speaker 0 explains that several parties and countries are based on Marxism, such as Ghana and Great Britain, which has socialized medicine. These countries differ from outright communist countries, as they adhere to leftist or Marxist principles. Speaker 0 states that in their work with the Fair Play for Cuba Committee, they advocate for the restoration of diplomatic, trade, and tourist relations with Cuba.

"In the moment that you grab the gun, like Fanon says, you're no longer oppressed. You're now free." "We actually need to crash The US settler state, which has incredible reverberations and literally strangles the tentacles, that are reaching into the Israeli state." "putting our bodies on the line sometimes to protect those who are more vulnerable, right, to eat tear gas when we should be doing that and not students." "we have to struggle to crash things here. And my students were very, very clear about this. We have to struggle for indigenous sovereignty right here on Turtle Island." "You know, I'm sure that you've been snitched on to the administration about the content in your courses." "I'm trying to really ride the wheels off of these institutional resources and go for broke."

Speaker 0 and his roommate went to Nicaragua the summer after freshman year to get involved in the war and support the side opposing the Sandinistas. They spent the summer trying to understand the war, and "all kinds of hilarity ensued."

The speaker describes a technical IT school on a transformed military base where projects involve "technology for medical purposes." They note, "if if this school existed in The US, it would be feeding me something about AI right now, that that's what they're focused on." "But instead, they have a plan, and that plan involves, you know, education." "But it also involves having a robust medical system despite the hardship of the economic blockade." They say, "these technical students aren't studying something that is interesting." "They're they are studying something that is interesting, but they're also studying something that Cuba needs." The speaker is "kinda surprised by just the way that everything's oriented in a direction."

The speaker asks, why are we doing this and why are we so opposed to Nicolas Maduro. On the street, most people would say they don’t know who Nicolas Maduro is. But in places like South Florida, where people recognize Maduro and can identify Venezuela on a map, the typical answer shifts: because he’s a communist or a socialist. The speaker asserts that this is true: Nicolas Maduro and his government are very left wing on economics. The speaker notes an interesting distinction: this left-wing stance is economic, not social. In Venezuela, gay marriage is banned, abortion is banned, and sex changes for transgender individuals are banned. The speaker describes Venezuela as one of the very few countries in the entire hemisphere with those social policies, emphasizing that these policies are conservative socially. The speaker adds that Venezuela is one of the very few nations in the region with those social policies, specifying that it is on social policy, not defending the regime. The speaker mentions that only El Salvador comes close in conservatism, though El Salvador is much smaller. Additionally, the speaker brings up a political point: the US-backed opposition leader who would take Maduro’s place, if Maduro were removed, is described as eager to implement gay marriage in Venezuela. This is presented as a counterpoint to the idea that the opposition is globally liberal or that the regime is uniquely opposed to liberal social policies. The speaker references the notion of a “global homo” project and implies that the reality is different from that belief, labeling the project as not crazy after all. The overall argument ties Maduro’s economic leftism to social policy conservatism, and contrasts Venezuelan social policy with potential shifts under the opposition, while noting public recognition differences about Maduro.

We are reporting from the heart of the campus that sparked a global student movement for Palestine. We’re seeing right now, Chris, we’re trapped in a dorm room. There are 10 white PDs barricading the doors, and we’re not allowed to leave. What started off as a protest against genocide at an elite Ivy League university was met with a military-style operation to suppress it. We need to find a way to get some spare medication. So when Columbia University sent the NYPD on the campus, they were willing to deploy violent militarized police to maintain their active investment in genocide. This is not about students expressing ideas. It is about a change in tactics that presents a concern and a normalization and mainstreaming of rhetoric. And I’m not just talking about language. I’m now talking about tactics, and that’s what shifted our response yesterday. But a normalization and mainstreaming of rhetoric associated with terrorism has now become pretty common on college campuses. Right? You see people wearing headbands associated with foreign terrorist organizations. This happened in October when you had a viral TikTok reissuing Osama bin Laden’s 2002 letter to America. So that’s a larger concern. It’s separate from what happened yesterday, but they’re related. Speaker 3 asks what was found: basically, NYPD changed the way it did business after the attacks of September Eleventh. It not only changed the way it did business, it created a very deep connection with the CIA. They started to build these intelligence programs that infiltrated Muslim communities in ways that, if the federal government did it, would totally go against rules designed to protect civil liberties. And they did it with an unusual partnership with the CIA. A very senior CIA officer was dispatched by CIA Director George Tenet to be his personal representative to the NYPD and help create these intelligence gathering programs, directing and supervising the intelligence gathering, and that relationship continues today. Speaker 3 notes: Recently, the CIA sent one of its most senior undercover officers to work out of 1 Police Plaza in New York as a covert officer. So we’re talking about former CIA agents now working within the New York Police Department. Well, they’re current CIA; they’re on CIA payroll. They’re on the CIA payroll, working with the NYPD, traveling abroad, and using intelligence in conjunction with the NYPD. Speaker 2 describes one element: there is a program called the demographics program. Officers described it as mapping the human terrain of the city. They placed undercover officers, ethnic officers inside Middle Eastern neighborhoods to blend in and look for things that are suspicious. That could be something as simple as who’s looking at radical books in a bookstore or who’s watching Al Jazeera and perhaps applauds at a report about an IED in Iraq, and that could be enough to get you into a report at the NYPD. They also have informants called mosque crawlers who go to the mosque as the eyes and ears for the NYPD. The FBI places informants in mosques with a criterion of specific information related to criminal activity, while the NYPD reportedly does not have that bar and says they follow leads; but those involved with the mosque crawler program say they’re there as eyes and ears.

"while students at Elam who came from Gaza were there to study medicine, but simultaneously, they, just by virtue of being there, studied revolution." "I think that that school really probably forms consciousness for a lot of people when they're there to just study how to help people." "The change was not a change to them at all. It's the same culture to them through and through." "It was the communist international." "we also had the chance to interact with, organizers from around the world, specifically some people from Germany love to sing the international." "From South Africa, from Ghana, from other Latin American countries, from Australia, from Germany." "And essentially, this was an international brigade where they wanted brigadistas with a revolutionary orientation, with revolutionary politics to come and learn about the Cuban revolution and essentially how to fight against this blockade that our country, as American representatives on the Strip, was fully responsible for."

The Revolutionary Congress of America (RCA) is protesting in solidarity with workers, with the goal to socialize and make communism happen within lifetimes. The RCA is a political party whose ultimate goal is communism. They believe billionaires have too much power and populism has run its course. The speaker was asked if that includes Democrat billionaires like Bill Gates.

- Grabbing a gun equates to freedom, and violence is sometimes a revolutionary essential. - The U.S. settler state must be crashed to impact the Israeli state. - Armed resistance will defeat Zionism on an open battlefield, so weapons flow to Zionists must be stopped. - October 7 was a profound moment to dig in and go harder. - Putting bodies on the line to protect the vulnerable is essential. - Struggle for indigenous sovereignty on Turtle Island. - Being a "Gorilla Scholar" means being prepared to be fired for your beliefs. - Some have been snitched on to the administration for course content. - Groups like Hezbollah and the Iranian Revolution have been misrepresented due to imperialist ideology. - Challenge the settler state, like the University of Virginia, and exploit institutional resources. - Al Aqsa Flood on October 7 was a decisive strike against imperialism. - Faculty should teach Palestinian liberation and resistance struggles. - The armed resistance movement rejects dependence on oppressors. - Subjugated people must overthrow the broader imperialist world system.

Palestine is our generation's South Africa. We must boldly and courageously end the imperialist project called Israel, or we are doomed. I had known about Palestine for a long time and was grateful when the Dream Defenders invited me to join their delegation. However, nothing could have prepared me for the intense militarization and violence we witnessed during our 10-day visit. People live in constant terror, and this experience has given me a clear understanding of why we must stand in solidarity with the Palestinians.

In this video, the speaker discusses examples of socialism in Greece, Berlin, and Cuba. They mention free college and other benefits in Greece, but highlight the negative consequences such as bankruptcy and students not graduating. The speaker also mentions Soviet-occupied Berlin and the impact of socialist policies after war. They briefly touch on Cuba and the reliance on the government for food, leading to shortages. The speaker concludes by acknowledging the need to attack ideas rather than people.

These students who were regular medical students, they came and spoke and basically what they were saying was they were wearing their white coats, know, they looked like medical students. They were like, we're the reason that America's calling you terrorists. And they were saying, well, if we're terrorists, we're proud to be terrorists because we're sending doctors around the world. And if that's our terror, then so be it. Yep. Right? But here's this little island, a couple of miles away from America, you know, 90 miles away from America, and they have an a president who talks like us. They have a president who understands the need for a liberated Palestine. And I think that was, that definitely altered my world.

Look at those streets, it's like a war zone, a dead city. This is Havana, or what's left of it. There's no prosperity, no path, no future. People are living like zombies, surviving rather than truly living. It's sad to see a nation drowning in hunger and need. This is what Fidel Castro wanted for Latin America, what they want for Venezuela, Colombia, and Mexico. This is communism, folks. Don't let it reach your country.

The speaker is co-chair of the trans and non-binary network of the NEU, a teacher at an alternative provision where most students are trans and non-binary, and an activist. The speaker clarifies they did not make their students trans; the school was like that when they arrived. These students come to the alternative provision because they are kicked out of the mainstream education system. Their gender expression is seen as a dismissal of behavior policy, their self-advocacy is seen as defiance, and their identity is seen as something worth anguish, not pride. The speaker and colleagues work to help students through trauma and show them that learning does not need to be an act of silencing. The speaker believes the current government's guidance is despicable and that there is no reason why students cannot be themselves in classrooms. The speaker urges the audience to speak to MPs, friends, families, Facebook groups, and local clubs. The speaker wants to tell their students that when systems fail to protect them, they fight back.

Today in Melbourne, a primary school in Montmorency has a queer club for students in years 3 to 6. The club is led by Trish Patsy Munro, who promotes LGBTQ+ inclusion. Some criticize the club's existence, arguing it is inappropriate for a primary school setting. The speaker also comments on Trish's rainbow lanyard and social media presence.

As a transgender and queer woman, the speaker denounces what she calls the occupation regime's propaganda that she should support the occupation, settlers, and apartheid regime, and oppose Palestinian resistance, due to the Zionist government's LGBTQ-friendly policies and supposed enmity of Muslims and Palestinians. She states this is a lie, regardless of how often politicians and talking heads repeat it. She claims to have no friends in the Zionist regime, among the settlers, in the White House, Congress, the Supreme Court, or corporate boardrooms. She asserts that she has no enemies among the Palestinian people fighting for their freedom, and that the enemies of LGBTQ people are in the United States. She says the claim that Palestinians are her enemy is a lie.

Palestine is compared to our generation's South Africa, and it is crucial for us to take bold action to end the imperialist project known as Israel. The speaker expresses gratitude for being invited by the Dream Defenders to visit Palestine, but admits that nothing could have prepared them for the intense militarization and violence they witnessed during their 10-day stay. The speaker emphasizes the daily terror experienced by the people living in Palestine.