Social Justice Warriors - Now With Less Feminism Sperging

I certainly will let myself be lectured by the very company who epitomizes corporatism and American predatory capitalism. And who uses worms for their patties.
And has abused and underpaid their largely black workforce since the company came into existence, with some of the worst working conditions in existence outside a Third World country.
 
  • Thunk-Provoking
Reactions: TerribleIdeas™
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https://twitter.com/77WABCradio/status/1340041501557075968 (https://archive.vn/NDOm0)
 
I disagree. Some people learn to cope by joking about their disorders. View attachment 1797777
This really doesn't leave much room for jokes about anything rooted in real adult life. In my opinion, what these people fail to grasp is that everyone is affected by at least a few of these things (be it directly or indirectly) and that's probably why there are so many jokes about them. It's not that everyone is just picking on each other, it's more that everyone knows what it's like.
 
They can fuck off with the anti Irish hate. The Irish have been shat upon, starved and massacred. The vikings had a massive slaving industry out of Dublin. It wasn’t that long ago in England that there were ‘no blacks no dogs no Irish’ signs up.
These people are a danger to the country they’re parasitising. If they hate it so much, there’s a couple of hundred flights a day out.
 
They can fuck off with the anti Irish hate. The Irish have been shat upon, starved and massacred. The vikings had a massive slaving industry out of Dublin. It wasn’t that long ago in England that there were ‘no blacks no dogs no Irish’ signs up.
These people are a danger to the country they’re parasitising. If they hate it so much, there’s a couple of hundred flights a day out.
For a group that shrieks about colonizing, they sure as hell are colonizing the Emerald Isles.
I do look forward to the racial Troubles, with a new incarnation of the IRA hunting down foreigners that aren't from the islands. Certainly would be a lot easier to pick out from the irish masses than religion. Just look for any colors indicating an origin from africa or the middle east and you are halfway done.
 
Awyiss, now I can say I am POC without appealing to sandnigger ancestry.
So, how's it feel to be oppressed? Feeling the power yet?

Where’s my social justice warriors for Wales hmm?

We have a bigger reason to hate England than even Ireland and yet these pesky minorities couldn’t even point us out on a map.

Systemic rudeness it is.
See, at least people sometimes remember that your place exists. I've got Manx ancestry, no one outside of motorsports even knows about that place!
 
dalton school demands black insanity.png

1/ The Dalton School in Manhattan is having a race meltdown. It's absolutely insane. Teachers are holding the school for ransom with demands, but they're so extreme the school will crumble if they give in. But they'll crumble if they don't, too!

2/ "Dalton has... actively encouraged the sort of thinking that is now biting them in the ass. And the obvious irony is that if Dalton is 'systemically racist,' a belief they themselves promote, it is progressives who bear the responsibility."

3/ Other schools & universities should take note. Giving in to this ideology is not a winning strategy. Hiring diversity officers will not improve your situation. Diversity officers are good at one thing: finding reasons to justify hiring more diversity officers.

4/ You eventually reach a tipping point where there are so many diversity officers fighting to uncover ever-more nuanced forms of racism and perceived oppression that a school's probability of boiling over in a moral panic for no apparent reason approaches 1.

The Dalton School, one of the most prestigious private schools in Manhattan, is in the throes of a full-on racial meltdown. The precursor of this, as first reported by Bloomberg News, was the school refusing to reopen even while most other public and private schools in New York did. (This despite the lack of any scientific evidence suggesting schools were significant vectors for COVID 19.) Parents signed an angry letter, saying that the $54,000 annual tuition, none of which was being rebated, should buy something more than Zoom classes.

Possibly relenting under the pressure, Dalton has announced plans to reopen, but this has ignited another firestorm, this time from the faculty.

Apparently, reopening is racist.

The charge has been leveled by black faculty and staffers. They suggest, among other things, that faculty of color are more at risk from having to come to work. The reasoning is that they have, on average, more distant commutes and therefore expose themselves longer to risky public transportation.

But that's just the start of Dalton's problems.

Over one hundred faculty have taken the opportunity to issue a lengthly set of racially-based demands that are breathtaking in their wokeness. Black students have added their own demands.

These demands, which have been obtained exclusively by the Naked Dollar, go on for eight pages, and have as their underlying assumption that Dalton is systemically racist. Dalton's teachers are refusing to come back until they are met. Parents are in an uproar, some threatening to remove their children. Major donors are said to be balking. The board, filled with New York movers and shakers, is in turmoil. The Naked Dollar has learned they have contracted an outside consulting firm to advise on handling the crisis.

Here is just a sample of the demands:



  • The hiring of twelve (!) full time diversity officers
  • An additional full time employee whose "entire role is to support Black students who come forward with complaints."
  • Hiring of multiple psychologists with "specialization on the psychological issues affecting ethnic minority populations."
  • Pay off student debt of incoming black faculty
  • Re-route 50% of all donations to NYC public schools
  • Elimination of AP courses if black students don't score as high as white
  • Required courses on "Black liberation"
  • Reduced tuition for black students whose photographs appear in school promotional materials
  • Public "anti-racism" statements required from all employees
  • Mandatory "Community and Diversity Days" to be held "throughout the year"
  • Required anti-bias training to be conducted every year for all staff and parent volunteers
  • Mandatory minority representation in (otherwise elective) student leadership roles
  • Mandatory diversity plot lines in school plays
  • Overhaul of entire curriculum to reflect diversity narratives

Teacher Demands at Dalton​

As promised. Looks like it's signed by most or all of the faculty. I'd like to meet anyone who didn't sign. That would be a very brave person.

This is unedited. As you can see, I left plenty out of my first post.



Without new visions we don’t know what to build, only what to knock down. We not only end up confused, rudderless, and cynical, but we forget that making a revolution is not a series of clever maneuvers and tactics but a process that can and must transform us.

Robin D.G. Kelley




Context



During the past few months, we have been inspired by the Black Lives Matter uprisings across the country. Black activists and their accomplices continue to put their personal safety at risk in order to make a better world for all of us; we thank them for their courage and vision.



We have also had the opportunity to see this activism up close, in our own community. Dalton’s Black students and students of color demonstrated that same courage—going forth unafraid—when they shared personal stories of racism and trauma in the high school town hall at the end of the year. On Instagram, @blackatdalton and @dalton_anonymous have held Dalton accountable for its shortcomings, and Dalton’s Black alumni and parents of Black students are helping us to envision a more inclusive school. We are also inspired by the demands currently being championed by Black Students Demanding Change.



Dalton has also made a public commitment to “live up to our stated values as a visibly, vocally, structurally anti-racist institution.” Towards this end, Head of School Jim Best outlined the following list of actions:

  • Create and apply a comprehensive anti-racism and inclusion plan
  • Revise course content to be relevant and inclusive of a full range of experiences including those of people of color
  • Learn specific teaching practices that foster an inclusive classroom without burdening students of color and marginalized students
  • Establish a clear system for reporting incidents of bias, discrimination, or racism
  • Implement a mandatory parent orientation that is aligned with our mission, our values, and our commitment to anti-racism


We are heartened to see Dalton’s leadership taking such a strong stance on this issue, and we are energized for the work ahead. In the spirit of eager collaboration, we have identified 24 proposals, detailed below, that we believe will complement and extend Dalton’s existing efforts.



To contextualize these proposals, we would like to include the following definitions, put forward by the Aspen Institute:



Structural Racism: A system in which public policies, institutional practices, cultural representations, and other norms work in various, often reinforcing ways to perpetuate racial group inequity. It identifies dimensions of our history and culture that have allowed privileges associated with “whiteness” and disadvantages associated with “color” to endure and adapt over time. Structural racism is not something that a few people or institutions choose to practice. Instead it has been a feature of the social, economic and political systems in which we all exist.



Institutional Racism: Institutional racism refers to the policies and practices within and across institutions that, intentionally or not, produce outcomes that chronically favor, or put a racial group at a disadvantage. Poignant examples of institutional racism can be found in school disciplinary policies in which students of color are punished at much higher rates than their white counterparts, in the criminal justice system, and within many employment sectors in which day-to-day operations, as well as hiring and firing practices can significantly disadvantage workers of color.



Much of the discourse surrounding equity and inclusion in schools focuses on reducing interpersonal racism, training faculty about implicit bias, and diversifying the curriculum. We heartily affirm the importance of these anti-racist efforts, especially in light of student testimony detailing microagressions, careless remarks, and blatant racial prejudice. In this document, we imagine what it would mean for Dalton to move towards its stated goal of becoming a more “structurally anti-racist institution” (emphasis added)—an inspiring charge that requires more than well-intentioned, individualized efforts. On the contrary, we must “[engage with] the Dalton community in an intensive, comprehensive, ongoing examination of our cultural norms, our policies, and our programs,” and most importantly, we must change them. Structural racism is cumulative, pervasive, durable, and mutable; our response must be similarly thorough and systematic.



It’s important to note that the language in this document focuses primarily on the Black community at Dalton. While we acknowledge that white supremacy harms all people of color, we believe that anti-Blackness must be understood as distinct from “racism” writ large. In this moment, our collective anti-racist efforts must center Black people and their needs. Nonetheless, we believe that many of the proposals outlined below could be extended to consider indigenous and native people; people from other underrepresented racial and ethnic identities; people from working-class backgrounds; people with disabilities; the queer community; non-binary, genderqueer, and gender nonconforming people; etc.



Ta-Nehisi Coates says, “black history does not flatter American democracy; it chastens it.” The testimony of our Black students and alumni should also chasten us. Let their words spur us towards a “reckoning,” as Coates says, “that [will] lead to spiritual renewal.” We have seen the Dalton community come together in amazing ways during times of crisis. Dalton’s Black students and students of color deserve decisive action that reflects the urgency of the moment. Their lives are happening right now. To address past mistakes and obviate future harms, we must be willing to take the necessary steps to fundamentally transform our institution. We believe Dalton can and must be a leader in this vital, urgent work of making our school a home for all students.



To add your name in support of these proposals, please submit your information here.



Proposals



Equitable Outcomes and Self-Evaluation


  1. Collect and publish data regarding race and discipline (including suspensions).
  • One of the most damaging manifestations of institutional racism can be found in school discipline policies. Research suggests that schools tend to discipline Black students more often than their non-Black peers and that race, gender, and class are all linked to likelihood and severity of punishment. Dalton should publish all historical data and examine to what extent race plays a role in disciplinary practices.
  1. Collect and publish data regarding race, grades, retention, and graduation rates.
  • Dalton faculty are increasingly attendant to the pernicious effects of implicit bias and its impact in the classroom. Research suggests that grading practices can be one source of racial discrimination in schools.
  • Furthermore, Black students and students of color at Dalton must perform under more challenging conditions than their white peers; for instance, one recent paper suggests that exposure to police violence leads to a persistent decrease in GPA for Black and Hispanic students. Other research shows that racist incidents on campus also have negative effects on GPA and mental health for Black students and students of color. In order to move towards equity within the classroom, we should ensure that there is no correlation between a student’s racial background and their ability to be successful at Dalton.
  1. Commit to racial equity in leveled courses by 2023; at that time, if membership and performance of Black students are not at parity with non-Black students, leveled courses should be abolished.
  • Research suggests that Black students, students of color, and low-income students are more likely to be tracked into lower-level courses, creating segregated learning environments that affect students’ educational trajectories. In the High School, there have been persistent complaints of de facto racial segregation in some “Advanced” courses. Dalton should ensure that there is no correlation between race and placement or grades in all tracked courses.
  1. Publish data regarding faculty, staff, and administration salaries, including mean and median salaries of employees by race and gender.
  • Race and gender are well-established variables that affect negotiations, salaries, attainment of leadership positions, and turnover, and the Black-white wage gap has widened over the previous two decades. Providing salary benchmarks and transparency will prevent inadvertent salary disparities at Dalton.
  1. Dalton’s student body, faculty, staff, administration, and trustees should be representative of New York City in terms of gender, race, socioeconomic background, and immigration status by 2025. Dalton should publish yearly updates regarding the demographics of each of these groups.
  • As “an intentionally diverse community,” “an inclusive, democratic community,” and to ensure access and equity in the institution, Dalton should reflect the city in which it is located. Dalton has already made some progress on this front: for instance, 25% of the school’s top leadership is Black or African American, which reflects the demographics of New York City. Dalton should continue to diversify its community—from students to faculty to leadership—and publish comprehensive data about its progress each year.
  1. Develop a systematic and robust approach to assessing the experience of Black students and their families, and Black faculty, staff, and administration. Publish an annual report detailing institutional progress towards equity and inclusion.
  • The best way to hold ourselves accountable is to be public and transparent about our successes and failures; institutional integrity is crucial to the success of our mission. Informed community members will continue to push Dalton to be better, and we should welcome their engagement and recognize it as a form of optimism and love. As Head of School Jim Best acknowledges, this is “a conversation that needs many more voices,” and we won’t get it right every time. Dalton can and should change, but it will not be a straight line to success. An annual report will help us to stay focused and on track.
  1. Convene a committee of students, alumni, parents, and faculty to audit progress and develop new suggestions to supplement these measures by 2023. At least half of the committee participants should be Black.


Anti-Racist Pedagogy

  1. Adopt a two-pronged approach to course-related content changes: 1) Institute a divisional requirement for courses that explicitly center Black liberation and challenges to white supremacy. The requirement should be equivalent to or greater than the smallest requirement for any other department. 2) All other existing course content and departmental work via Dalton by Design should undergo an audit to ensure that content is guided by Dalton’s commitment to anti-racist education and diversity, equity, and inclusion.
  • In the same way that subjects such as English, art, physical education, and mathematics have been embedded within the Dalton experience, so too should coursework that is explicitly anti-racist. No Dalton student should graduate without taking classes that center race, identity, difference, and social justice.
  • Furthermore, we should take this opportunity to review all of our content and pedagogy across all divisions. While we acknowledge that diversifying curriculum is not a solution in and of itself, centering Black experiences, scholars, authors, and primary sources can be part of a broader strategy to align our classrooms with our stated values.
  1. Allow faculty members to earn a course release if they partner with a Black-led community organization to teach a class or volunteer in other meaningful ways.
  • Dalton should build partnerships with other organizations and schools to provide a robust array of opportunities for interested faculty, and the necessary support and professional development to ensure success. Dalton has already committed to “Creat[ing] a K-12 Service Learning program that emphasizes service in New York City and beyond as an essential part of the Dalton experience and prioritizes time for reflection on issues of ethics, equity, inclusion and social justice,” per the 2018 Strategic Plan. These opportunities should be expanded to allow faculty members to take their expertise beyond Dalton’s walls. In addition to good citizenship, this would be a powerful, transformative form of professional development that would improve faculty retention and Dalton’s ability to attract dynamic educators.
  1. All faculty, staff, administration, Parent Association volunteers, and trustees should undergo yearly anti-racist training.
  • This proposal builds on work that has been ongoing in Equity Leadership Groups, new faculty and staff onboarding, and recent professional development efforts at the end of the 2019-20 school year. Dalton should build in time during the school year for these groups to collaborate with their colleagues and with experts from outside Dalton.
  1. Administrators, faculty, and staff should produce individual public anti-racism statements. Faculty should also include anti-racist resources for each class they teach. Each department/grade level should publish its DEI-related efforts in an annual report.
  • Anti-racism statements and resources provide an opportunity at the individual level for engagement with students, colleagues, and the broader Dalton community. Administrators, faculty, and staff should use these statements to describe the specific ways they have adapted their practices and curriculum to align with Dalton’s commitment to anti-racist eduation. Departments should also clarify their expectations for teachers, and produce an annual report on progress and other new initiatives related to diversity, equity, and inclusion. Public statements help make the work visible to the wider community; the DEI office should not be the only mechanism by which we hold each other accountable.


Needed Personnel and Equity in Hiring

  1. Expand the Office of Diversity, Equity, and Inclusion to include at least 12 full-time positions: one Director, one Office Assistant, three full-time staff members per division, and one full-time staff member for PE/Athletics.
  • In keeping with Dalton’s commitment to small class sizes and personal attention, we should budget for more full-time positions to support our community as we make these important changes to the school. At the divisional level, three staff members could collaborate on work that is faculty-, student-, and parent-facing.
  • It is especially important for PE/Athletics to have a dedicated full-time staff member; PE/Athletics is housed in a different building and operates on a different schedule from the rest of Dalton. Furthermore, research suggests that PE/Athletics are important sites of racial identity formation.
  1. Hire a staff member outside of the DEI office whose entire role is to support Black students and students of color who come forward with complaints and/or face disciplinary action.
  • The outpouring of pain from current students and alumni reflect ongoing trauma in the Dalton environment that has been underappreciated and unaddressed. Black students deserve to have a full-time advocate to support and validate them as they navigate a predominantly white institution.
  1. Hire a psychologist in every division with a specialization on psychological issues affecting “ethnic minority populations,” as defined by the Council of National Psychological Associations for the Advancement of Ethnic Minority Interests. Expand services to support students coping with race-based traumatic stress.
  • Research suggests that racism has persistent negative psychological effects on the well-being of Black students and students of color. It is vital that Dalton invests in safe spaces where our Black students know they will be supported, and in people who reflect their backgrounds and can validate their experience.
  1. Implement name-, school-, and salary history-blind recruitment and hiring practices for faculty, staff, and administrative roles; require diversity statements as part of every application; publish expected salary range in every job posting; and publish data regarding the racial makeup of every stage of every hire.
  • Implementing explicitly anti-racist safeguards for recruitment, hiring, and promotion can be effective ways to reduce bias in recruitment and hiring. Research suggests the use of diversity statements early in a hiring process can be an effective strategy to improve equity in faculty hiring. Dalton should commit to publicly explaining the mechanisms that it employs to prevent discrimination in recruitment, hiring, and promotion.
  1. Review and audit all vendor and third-party contracts to ensure that Dalton is partnering with Black-owned businesses wherever possible. Publish yearly reports detailing Dalton’s vendors and third-party contracts.
  • For a variety of reasons, Black-owned businesses lag behind white-owned businesses in profits, employment, and survival. Nonetheless, Black-owned businesses tend to employ more Black people than their white-owned counterparts, and they are an important tool for economic advancement in the Black community.
  1. Retain all security/maintenance/dining/other contracted staff without reduction in salary or benefits, regardless of whether Dalton is able to physically re-open facilities.
  • Black workers have suffered record job losses since the beginning of the COVID-19 pandemic, and they are disproportionately represented among essential workers who must risk their health in order to continue working. Dalton must prioritize the health and security of its staff—no one is disposable. Our staff are beloved members of the Dalton community, and they should be supported in the same way that we are supporting administration and faculty.


Institutional Resources and Commitments

  1. Offer a special orientation session for incoming students and families of underrepresented racial and ethnic backgrounds. Provide anti-racist orientations for all families on a yearly basis.
  • Dalton is already expanding the use of student affinity groups in Middle and High School, and should consider formal programming at the start of each year for new and returning Black students and students of color, and their families. Anti-racist orientations for all families would be especially important at crucial transition points (Kindergarten, 4th grade, 6th grade, 9th grade).
  1. Provide child and elder care support for faculty and staff, and any families who qualify for financial aid, especially if Dalton remains primarily online due to COVID-19. Dalton should also restructure its parental leave policies for employees; rather than 6 weeks of paid leave and 6 weeks of unpaid leave, Dalton should follow the lead of companies like Netflix and offer a full year of paid leave for new parents.
  • Families with young children have lower incomes than households without children, and “for parents of color, the lower income level associated with having a young child is compounded by the broader labor market disadvantages faced by people of color.” Access to high-quality child care is essential for child development and intergenerational social mobility; it is also unaffordable to the vast majority of Americans, and especially to Black families, who have significantly less wealth on average than white families.
  1. Commit to paying all Dalton employees—especially staff and independent contractors—at minimum a living wage for New York, as calculated by MIT’s Living Wage Calculator. Ensure racial equity in the proportion of full- and part-time workers; independent contractors; faculty, staff, administration, and associate teachers; and publish information regarding the racial makeup of each of these categories every year.
  • According to the Urban Institute, “Structural racism continues to disproportionately segregate communities of color from access to opportunity and upward mobility by making it more difficult for people of color to secure quality education, jobs, housing, healthcare, and equal treatment in the criminal justice system.” Studies also suggest that Black and Hispanic employees are more likely to be concentrated in less remunerative, more precarious occupations. As part of a commitment to structural anti-racism, and to ensure all employees can live in the city in which they work, Dalton should commit to salary floors for all employees that reflect the living wage—not the minimum wage—for New York.
  1. Double individual faculty and staff professional development (PD) allotment if it is used to service student debt.
  • Student debt is both a symptom and cause of the racial wealth gap. On the day of graduation, Black college graduates owe on average $23,400—$7,400 more than their white counterparts; four years later, their average debt balloons to $53,000, twice that of their white peers. Black students in doctoral and master’s programs were also more likely to borrow money and graduate with debt. One recent study suggests that the median debt for an average Black graduate student borrower is 50% higher than that of a white graduate student borrower.
  • One of the most meaningful changes Dalton could make for the long-term financial safety of its Black faculty and staff would be to commit to paying any outstanding student debt upon employment; failing that, Dalton should double the PD allotment for employees who use the money to service student debt. We believe this would also help Dalton stand out from other schools to attract and retain top teachers.
  1. Publish the endowment investment portfolio and immediately divest from private prisons and detention centers; companies that manufacture technology, equipment or weapons for police; companies that use prison labor; the bail-bond industry; and other companies as determined by a committee of students, faculty, parents, and trustees. At least half of the committee participants should be Black.
  • In alignment with the Movement for Black Lives, Dalton should immediately divest from the “criminalizing, caging, and harming of Black people.” Marbre Stahly-Butts, Executive Director of Law for Black Lives, says that divestment and reinvestment are parts of a broader strategy to “reallocate power and resources back to our safety, back to our health, in ways that help us thrive, and don’t criminalize or dehumanize us.” For Dalton to be a structurally anti-racist institution, it must ensure that its financial resources do not contribute to ongoing dehumanization and harming of Black people.
  1. If Dalton is unable to diversify per Proposal 5, the school should make a financial commitment to institutions that serve a student body more closely representative of New York City, and contribute 50¢ of every dollar raised via any form of fundraising to the NYC Fund for Public Schools.
  • Over 100,000 NYC public and charter school students were unhoused or housing insecure at some point in the 2018-19 school year—approximately 10% of all students. As many as 20% of children in New York City experience food insecurity, and rely on schools for meals. Dalton is in the enviable position of spending millions of dollars to enhance already-abundant opportunities for its students; most recently, the school spent at least $24 million to build the Ellen C. Stein Center for Collaborative Study. We believe that the school should redistribute a portion of its resources to support fellow New York City students, many of whom are in dire need. A commitment to “cultivating ethical, purposeful citizens of a diverse community” and structural anti-racism requires accountability and reparations for historic inequities, including those inequities that were not directly caused by Dalton. We recognize that our school exists within a broader community; good citizenship should push us to spend our privilege, support institutions that serve our neighbors, make our city livable, and safeguard our collective future.
  1. Going forward, any Black student or student of color who appears in Dalton’s promotional materials should receive reduced tuition, or be retroactively compensated the equivalent amount if they graduate before their likeness is used. Similarly, any Black student or student of color who does work or provides consultation with the school regarding anti-racist and/or DEI initiatives should receive reduced tuition. Dalton should convene a committee of students, parents, alumni, and outside consultants to determine an appropriate compensation policy. At least half of the committee participants should be Black.
  • The previous few weeks have been a stark reminder that Black students and students of color do not receive the same educational experience as their white peers. For some of these students, the benefits of attending Dalton are undermined by otherness, exclusion, and trauma. Nonetheless, Dalton relies on the presence and participation of Black students and students of color. Dalton says, “Our mission to educate students...hinges on their capacity to think critically and make ethical decisions that stem from a core belief in the value of difference, a real sense of cultural fluency, and a sincere and empathic regard for interdependence and the ways in which diversity enriches the way that we see ourselves and each other” (emphasis added). The presence of Black students and students of color affirms Dalton’s legitimacy as an appropriately multiracial, cosmopolitan, modern school; their participation is necessary for the “conscious collaboration, hard work, and dialogue” within the school. In this way, Black students and students of color make unique contributions and create value on behalf of Dalton. Just as Dalton compensates staff and faculty for the value they create for the school, it should similarly compensate Black students and students of color.
If you have to put up with this antisocial insanity, why would anyone want even a single black in their community?
 

The author's "The Da Vinci Code" was a bestseller despite being a poorly written crock of s*** for a reason . . .
By ADAM LEWENTAL
DECEMBER 19, 2020 12:00AM (UTC)

If you haven't heard of the far-right conspiracy theory QAnon by now, perhaps it's irresponsible of me to tell you about it. Essentially, a member of a sketchy Internet forum alleged that he is a high level government official with secret information about a satanic cult run by Democrat pedophiles and their sex-trafficking associates. It's the same old antisemitic dogwhistle all over again, but with a fun new twist: President Donald Trump has surreptitiously dedicated his career, not to shady business practices, but to taking them down. And you can help him, if you can find and figure out the unspecified clues, such as the "strategic" spelling errors in the President's tweets (covfefe!). Despite being widely regarded by experts and intelligence officials as at best baseless and at worst a source of domestic terror, the QAnon movement continues to accrue members at an alarming rate. A recent article stated that roughly one-third of Republicans who had heard of QAnon believe it has merit.

How can so many disregard the clear and obvious facts printed in mainstream media in order to believe in an improbably vast conspiracy? For the same reasons that they fell in love with "The Da Vinci Code" 17 years ago. A palace intrigue of epic proportions. Codes and puzzles hidden in plain sight, with a a mysterious man acting as the augur. A shadowy organization involved in dark rituals with global stakes. And you, reader, are breathlessly tasked with solving the riddle in real time, using the clues, your natural intuition, and perhaps your internet search engine of choice.

When "The Da Vinci Code" was published in 2003, it f**king blew my 13-year-old mind. I was dazzled by Dan Brown's ability to create elaborate, heart-racing puzzles that were self-contained and yet felt like they reframed the world around me. Dan Brown also pioneered short chapters and constant cliffhangers, analogous to the techniques later used by social media companies to hopelessly addict us all (endless scrolling, intentionally delayed notifications, etc.).

Beyond that, Dan Brown asked plausible questions about familiar aspects of Western culture. Take, for instance, the lady on the iconic cover: I dare you to name a more renowned painting than the Mona Lisa. With a few pieces of obscure trivia or alleged historical interpretations, he could make compelling arguments that "things aren't always what they seem," especially when it comes to Catholicism. This struck me hard: a teenage boy trying to reconcile my own lack of faith within a pervasively theistic culture, as well as a burgeoning alienation from a power structure that seemed so self-serving. As my fiancée put it, "I think . . . I think Dan Brown taught me critical thinking."

And Dan Brown was successful by any given metric. "The Da Vinci Code" received a glowing review in the New York Times, sold 80 million copies worldwide (outsold that year only by "Harry Potter and the Order of the Phoenix"), and launched an immensely lucrative film franchise. Dan Brown himself earned spots in the Times 100 Most Influential People and Forbes Celebrity 100. The book exceeded traditional notions of literary success in a way that few do. You can probably find a copy of an "unauthorized guide" to "The Da Vinci Code" on all of your parents' bookshelves, with a title along the lines of "Decoding Da Vinci" or "Secrets of the Code" (I found two!). In fact, it's hard to think of a book that necessitates a compulsory explainer companion book outside of Ulysses, widely lauded as the best book of the century. "The Da Vinci Code" was an Important Book.

This is why I was shocked to find upon revisiting the book as an adult that it is absolute, unadulterated trash. Just really poor, from top to bottom. Let's start with the basics: the actual quality of the writing. Not plot (we'll get there), the words themselves.

"The Knights Templar were warriors," Teabing reminded, the sound of his aluminum crutches echoing in this reverberant space.

Teabing reminded . . . Teabing reminded who? REMINDED WHO? Who is he reminding in this space that is so reverberant, it has echoes?

I am not the first to point out what a clumsy, awful writer that Dan Brown is. I am just maybe the last and most surprised to realize it. Unsophisticated 13-year-old me did not notice. I didn't have a frame of reference. I had not read the Pulitzer Prize winner that year (Jeffrey Eugenides' "Middlesex"), or maybe from any year. I had not even read other less literary, but nonetheless well-regarded books published that year, like "The Kite Runner," "The Time Traveler's Wife," and "The Curious Incident of the Dog in the Night-Time." Maybe the book that I missed that year that would've been the most useful to reassessing my opinion of "The Da Vinci Code" was Lynn Truss's humorous take on grammar, "Eats, Shoots, and Leaves."

Reading the book as an adult, I couldn't wrap my mind around the success of the book. Presumably, many of the adults who kept "Da Vinci Code" a bestseller for 20 weeks in 2003 and well into 2004 had read some of these books, or really any book not for sale at the supermarket, and decided to look past the truly awful quality of the writing because of . . . the plotting?

Let me remind ("He reminded…") anyone who hasn't picked the book up in several decades, the plot is . . . also bad. Spoilers ahead. An art curator is murdered in the Louvre. With his dying breath, he leaves a long, long trail of clues to lead his granddaughter to her long-lost grandmother in order to find out *gasp* that she's a descendent of Jesus Christ and that her grandfather and his freaky sex cult have been hiding her! Robert Langdon, our everyman hero, but also an expert in . . . symbols . . . is enlisted to solve the "historical" and "challenging" riddles along the way. For instance, Langdon determines that the code to open the first safe is . . . the granddaughter's first name! Revealing that inside that safe is a slightly smaller safe. Riveting.

This isn't a knock on Dan Brown, or at least this isn't his greatest fault. He built a clumsy labyrinth based on half-heard conspiracy theories, well known hoaxes, and misunderstood speculation that came up in his most cursory of research to form the basis for a very modest pulpy thriller. He initially described the book as just "an entertaining story that promotes spiritual discussion and debate." Many authors have made more money doing less.

What confused me is how "The Da Vinci Code" became a cultural phenomenon in its own right, even transcending Dan Brown himself. Take "Harry Potter," for instance. I think you'd be hard pressed to find a primer on traditional English magic practices with any of your friends' copies of "Harry Potter." Of course "Harry Potter" spun up a cottage industry of its own, but these were all dedicated to the world J.K. Rowling built, not the one she referenced. If "Harry Potter and the Cursed Child" didn't feature the guy's name in the title (and a very liberal writing credit to J.K.), there would have been as much interest in it as in any "Harry Potter" fan fiction, which is to say, marginal and within a very specific community of "Harry Potter" fans. Yet the lowercase "Da Vinci code" became a standalone icon – the very idea that the art and institutions around us are filled with clues that have secret meanings (look at the eye on the dollar bill!). Dan Brown was just a cipher. He revealed that everything was connected, from Leonardo da Vinci to Isaac Newton to Jesus Christ (to the Illuminati, *gasp*, in the prequel), in a huge global conspiracy that is actively being covered up by the Catholic Church.

This idea was so pervasive that it overshadowed any attempts at objectivity. It didn't matter that "The Da Vinci Code" was actually Dan Brown's fourth book (not including the Boomer humor marriage books he wrote with his ex-wife), with themes generally including conspiracies, shadowy organizations, assassins, and sometimes aliens. It didn't matter that Dan Brown had none of the qualifications of his surrogate, Harvard University professor of "symbology," and had in fact been making children's music prior to his big success. It didn't matter that expert after expert chimed in, disputing every element of Christianity, art, history, and even some very easily verifiable geography. We still bought into the idea that Dan Brown's book revealed some sort of truth.

It appears that there were two drivers at work here: the first was great marketing. Dan Brown wrote "The Da Vinci Code" on the basis of some interesting idea he'd maybe heard or read in a conspiracy book that fit neatly within whatever thriller plot was already boiling in his brain. It's nothing more than what Michael Crichton has done dozens of times (although "Jurassic Park" was more likely to lead a younger reader into a STEM career than to spark a manhunt for the secret lab where scientists are cloning dinosaurs). At some point during the burgeoning success of the book, however, the marketing team at the publisher decided it would be more lucrative to lean into the demonstrably false idea that maybe, just maybe the tiniest amount of actual research had gone into validating any of the "historical" elements underlying the plot. I think this probably resonated with Dan Brown himself, who now started telling reporters that "the background [of the book] is all true," including all the secret societies and rituals, and that "The Da Vinci Code" could nearly stand alone as a piece of nonfiction.

The second element that catapulted "The Da Vinci Code" was the advent of Google. By 2003, the internet had made its way into the majority of American homes, and I would imagine that a Venn diagram of "The Da Vinci Code" readers crossed with internet users had very little space outside of the union. Additionally, by 2003 Google was quickly becoming "the internet," with 200 million searches conducted every day by the time of its highly anticipated IPO in 2004. Google transformed our relationship with the published word. What was once the domain of research experts was now public domain. Anyone could investigate any topic to their heart's content. Simultaneously, what had once needed to pass through layers of gatekeeping (editors, publishers, etc.) could now be posted for millions to read with the click of a button. Due to the workings of mysterious algorithms, that self-published diatribe may be presented on the front page of Google search results, alongside other works of known and unknown repute. Not only was it hard to tell the difference, but older generations coming to the internet didn't have the learned skepticism of my generation, who were constantly reminded that Wikipedia was not a reliable source. And so Joe Public gained the resources of the experts without the critical eye and training.

The reader no longer needed to rely on the experts to determine whether the book was a gimmick (and maybe couldn't trust the experts either, if the conspiracies are correct!). The reader could go to Google and find articles of undetermined quality and unverified accuracy in order to form their own opinion. The ultimate genius of "The Da Vinci Code" wasn't in its bad writing or its poor plotting; it was in the book's ability to allow the reader to LARP being an investigator and religious scholar to uncover arcane knowledge that "they" don't want you to know. This intent was further evidenced by the Internet forum ready codes and puzzles hidden within the book dust jacket itself, and was further validated by the Google-led cross-promotional "WebQuest" advertising campaign designed for the movie.

The QAnon phenomen has frequently been referenced as a bad Dan Brown plot. In fact, it is more than that; it is exactly a Dan Brown plot, where dumb and obvious codes are meant to mimic intellectualism. Like "The Da Vinci Code" readers, QAnoners don't want to feel like they're being told what to believe, especially not by a media that would have to be complicit for the conspiracy to be true in the first place. Instead, they use the critical thinking espoused by Dan Brown, which is that veracity can be defined by the existence and confirmation of sources, rather than the credibility of sources. This time, our parents aren't going to Google to sleuth for political sex cults, at least not initially. They're finding their information on Twitter and Facebook, the modern bastions for fantasy "confirmation bias" bait that corroborates what they already know, which is that conspiracies can be found if you're "woke" to them and "savvy" enough to disregard obvious truths. By the time their heart-racing hunt leads to Google, it doesn't matter that they're only finding references within references to since deleted forum posts or Alex Jones videos about lizard people, they've already gotten the dopamine rush of being in the know, of solving the challenging, obscure puzzle.

Unfortunately, the stakes are now quite larger than a book series outperforming the skill of its writer. A person who is just mildly receptive to the QAnon ideology may find themselves disillusioned with their inability to reconcile fact and fiction, leaving them further exposed to dishonest charges of "fake news" and unable to trust any subject matter expert who has dedicated their career to approaching as closely as possible to an objective truth. Whereas a QAnon enthusiast may become further entrenched in a destructive fantasy far removed from any shared reality, a vicious cycle that alienates them from anyone with an opposing viewpoint.

I am by no means suggesting that Dan Brown is exclusively responsible for problems inherent to the Age of Misinformation. However, the parallels between "The Da Vinci Code" and QAnon are hard to overlook. It's high past time, looking at my collector's edition Mickey Mouse wristwatch that had been a gift from my parents on my tenth birthday (as mentioned every 10 pages of "The Da Vinci Code"), for Dan Brown to make a statement.

Plot twist: I see nothing in this wall of text where the author specifically mentions his parents doing anything QAnon related of any kind.
 
The hell is she talking about? Shit did seem pretty grim for most of them in the Middle Ages sure, but the Greeks and Romans had some pretty good ideas and no lack of civil engineering projects. Not a bad literacy rate either. They colonized the surrounding areas, the Africans were doing their own thing.
It's worth mentioning that St. Columbus (from Co. Donegal/Modern day Derry) spread Christianity and faith around Europe. He's one of the reasons why Ireland has the nickname of "The Land of Saints and Scholars".
They can fuck off with the anti Irish hate. The Irish have been shat upon, starved and massacred. The vikings had a massive slaving industry out of Dublin. It wasn’t that long ago in England that there were ‘no blacks no dogs no Irish’ signs up.
These people are a danger to the country they’re parasitising. If they hate it so much, there’s a couple of hundred flights a day out.
It's quite ironic how ignorant they are to Irish history never mind the fact that it wasn't until 1829 when the Great Catholic Emancipation lead by leader Daniel O'Connell gave the Irish the right to own land and property, speak the Irish language,and vote.

I do look forward to the racial Troubles, with a new incarnation of the IRA hunting down foreigners that aren't from the islands. Certainly would be a lot easier to pick out from the irish masses than religion. Just look for any colors indicating an origin from africa or the middle east and you are halfway done.
I'm so looking forward to Ireland 2040.
 
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