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http://bura.brunel.ac.uk/handle/2438/27849Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Ozduzen, O | - |
| dc.contributor.author | Ferenczi, N | - |
| dc.contributor.author | Holmes, I | - |
| dc.date.accessioned | 2023-12-12T15:21:44Z | - |
| dc.date.available | 2023-12-12T15:21:44Z | - |
| dc.date.issued | 2023-11-16 | - |
| dc.identifier | ORCiD: Ozge Ozduzen https://orcid.org/0000-0003-3639-9650 | - |
| dc.identifier | ORCiD: Nelli Ferenczi https://orcid.org/0000-0002-3757-6244 | - |
| dc.identifier.citation | Ozduzen, O., Ferenczi, N. and Holmes, I. (2023) '‘Let us teach our children’: Online racism and everyday far-right ideologies on TikTok', Visual Studies, 38 (5), pp. 834 - 850. doi: 10.1080/1472586X.2023.2274890. | en_US |
| dc.identifier.issn | 1472-586X | - |
| dc.identifier.uri | https://bura.brunel.ac.uk/handle/2438/27849 | - |
| dc.description.abstract | Copyright © 2023 The Author(s). 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. | en_US |
| dc.description.sponsorship | This research was part of the project entitled “De-Radicalisation in Europe and Beyond: Detect, Resolve, Re-integrate”, funded by Horizon 2020 Research and Innovation Framework Programme [grant number 959198]. | en_US |
| dc.format.extent | 834 - 850 | - |
| dc.format.medium | Print-Electronic | - |
| dc.language | English | - |
| dc.language.iso | en | en_US |
| dc.publisher | Routledge (Taylor and Francis Group) | en_US |
| dc.rights | Copyright © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (https://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent. | - |
| dc.rights.uri | https://creativecommons.org/licenses/by-nc-nd/4.0/ | - |
| dc.subject | TikTok | en_US |
| dc.subject | visual radicalisation | en_US |
| dc.subject | digital racism | en_US |
| dc.subject | far-right | en_US |
| dc.subject | group identity | en_US |
| dc.subject | right-wing ideology | en_US |
| dc.subject | social identity | en_US |
| dc.title | ‘Let us teach our children’: Online racism and everyday far-right ideologies on TikTok | en_US |
| dc.type | Article | en_US |
| dc.identifier.doi | https://doi.org/10.1080/1472586X.2023.2274890 | - |
| dc.relation.isPartOf | Visual Studies | - |
| pubs.issue | 5 | - |
| pubs.publication-status | Published | - |
| pubs.volume | 38 | - |
| dc.identifier.eissn | 1472-5878 | - |
| dc.rights.license | https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode.en | - |
| dc.rights.holder | The Author(s) | - |
| Appears in Collections: | Dept of Life Sciences Research Papers | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| FullText.pdf | Copyright © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (https://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent. | 1.62 MB | Adobe PDF | View/Open |
This item is licensed under a Creative Commons License
