Abstract
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.
Original language | English |
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Number of pages | 25 |
Journal | Behavioral Sciences of Terrorism and Political Aggression |
Volume | Latest articles |
Early online date | 8 Jan 2021 |
DOIs | |
Publication status | E-pub ahead of print - 8 Jan 2021 |
Keywords
- Extremism
- Learning
- Ideology
- Extreme-right
- Fascist Forge
- Communities of practice