This paper identifies perceptions of injustice, grievance, and alienation as online drivers of radicalisation by concentrating on contemporary visual radicalisation patterns. It focuses on far-right agents of radicalisation in the UK with a particular analysis of visual and ephemeral drivers of radicalisation on social media platforms. We analysed widespread TikTok hashtags which embody mainstream right-wing ideologies. Using these hashtags, we selected four popular videos (> 30k views) for visual thematic analysis of their compositional content and comment-sphere to explore everyday representations and discourses of far-right ideologies. Our findings highlight mundane online expressions on TikTok that collectively reinforce notions of a shared idealised identity built on nostalgic reinterpretations of an imperial past, which contribute to the mainstreaming of far-right ideas and ideologies.
CITATION STYLE
Ozduzen, O., Ferenczi, N., & Holmes, I. (2023). ‘Let us teach our children’: Online racism and everyday far-right ideologies on TikTok. Visual Studies, 38(5), 834–850. https://doi.org/10.1080/1472586X.2023.2274890
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