Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Behavioral Science of Terrorism and Political Aggression on 08/01/2021, available online: http://www.tandfonline.com/10.1080/19434472.2020.1850842
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Licence: CC BY: Creative Commons Attribution 4.0 International License
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - Fascist Aspirants
T2 - Fascist Forge and Ideological Learning in the Extreme Right Online Milieu
AU - Lee, Benjamin
AU - Knott, Kim
N1 - This is an Accepted Manuscript of an article published by Taylor & Francis in Behavioral Science of Terrorism and Political Aggression on 08/01/2021, available online: http://www.tandfonline.com/10.1080/19434472.2020.1850842
PY - 2022/9/30
Y1 - 2022/9/30
N2 - Learning in extremist settings is often treated as operational, with little regard to how aspiring participants in extremist settings engage with complex and abstract ideological material. This paper examines learning in the context of the amorphous network of digital channels that compose the extreme-right online milieu. Through an in-depth qualitative analysis, we explore how well the prevailing model of extremist ideological learning (in ‘communities of practice’) accounts for the behaviour of aspiring participants of Fascist Forge, a now-defunct extreme-right web forum. The findings suggest that some of the social aspects of communities of practice have been replicated in the online setting of Fascist Forge. However, for a combination of technical and ideological reasons, the more directed and nurturing aspects of learning have not. Several issues are raised about the role of ideological learning in online communities, notably the open accessibility of extremist material, the lack of ideological control leading to potential mutation and innovation by self-learners, and the role of digital learning in the preparation, shaping and recruitment of individuals for real world organising and activism.
AB - Learning in extremist settings is often treated as operational, with little regard to how aspiring participants in extremist settings engage with complex and abstract ideological material. This paper examines learning in the context of the amorphous network of digital channels that compose the extreme-right online milieu. Through an in-depth qualitative analysis, we explore how well the prevailing model of extremist ideological learning (in ‘communities of practice’) accounts for the behaviour of aspiring participants of Fascist Forge, a now-defunct extreme-right web forum. The findings suggest that some of the social aspects of communities of practice have been replicated in the online setting of Fascist Forge. However, for a combination of technical and ideological reasons, the more directed and nurturing aspects of learning have not. Several issues are raised about the role of ideological learning in online communities, notably the open accessibility of extremist material, the lack of ideological control leading to potential mutation and innovation by self-learners, and the role of digital learning in the preparation, shaping and recruitment of individuals for real world organising and activism.
KW - Extremism
KW - learning
KW - ideology
KW - extreme-right
KW - communities of practice
KW - Fascist Forge
UR - http://www.scopus.com/inward/record.url?scp=85099292616&partnerID=8YFLogxK
U2 - 10.1080/19434472.2020.1850842
DO - 10.1080/19434472.2020.1850842
M3 - Journal article
VL - 14
SP - 216
EP - 240
JO - Behavioral Sciences of Terrorism and Political Aggression
JF - Behavioral Sciences of Terrorism and Political Aggression
IS - 3
ER -