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The rise of the Internet has dramatically increased the degree to which youth may be exposed to online hate content, and simplified the process of sharing this content with others. Viewing messages that contain hate speech or language vilifying others can increase an individual’s risk of radicalization to extremist views and the acceptance of violent ideologies. Researchers have begun to explore the risk factors for exposure to such content, with prior studies demonstrating a relationship between low self-control and online activities being important correlates. Few studies have utilized youth samples to assess these relationships, or explored the voluntary consumption and sharing of content. This study attempts to address this gap in the literature using self-report responses provided by a sample of 1,193 youths in South Australia. A series of quantitative models are estimated assessing the relationships between self-control, opportunities to view content using both on and off-line measures, and four dependent variables related to exposure to or sharing of hate content. The implications of this analysis for our understanding of the utility of criminological theory to radicalization and countering violent extremism are discussed in detail.

This article seeks to contribute to broadening the focus of research in the area of violent online political extremism by examining the use of the internet by dissident Irish Republicans and their supporters. The argument here is not that the internet substitutes face-to-face contacts amongst Irish Republicans, including violent dissidents, nor that it currently plays a central role in processes of radicalisation into violent dissident groups, but that it has an important support function in terms of providing an ‘always-on’ space for discussion, consumption, and production of Irish Republicanism and thus a potentially useful educative role in terms of introducing ‘newbies’ to violent dissident Republicanism while also acting as a ‘maintenance’ space for the already committed. This exploratory study considers the importance of these functions in the context of repeated suggestions that the dissidents have no significant support-base or constituency as internet activity certainly gives the appearance of some such support.

This review will examine the academic literature over which role the internet has in the evolution of extremism and terrorism since its advent. It will compare two different approaches. The first claims that the internet is a major factor that facilitates ideas and narratives, which can lead to the rise of extremism and terrorism. The second, which in its turn contradicts this approach, argues that prior the advent of the internet extremists and terrorists where more successful into achieving their goals. For that reason, the review will be split into 3 sections. The first section will be examining some needed key definitions of what constitutes terrorism and extremism. Afterwards the essay will shift its approach towards the main debate of whether the internet has a causal link with extremism and terrorism or not. Therefore Sect. 2 brings forth the ways, in which the internet has helped terrorism to advance its goals. Moving on to the third section, this piece of work will discuss the approach in which the internet does not assist extremist narratives but, in the contrary helps the advancement of better research around it and its prevention. Lastly, the review will sum up over the literature that has been discussed and conclude that there is always space for future research.

The Counter Terrorism and Security Act (2015) introduced a binding duty on public sector bodies in the United Kingdom (UK), including education, to have ‘due regard to the need to prevent people from being drawn into terrorism’. The Prevent duty has become widely controversial in the Higher Education (HE) sector with questions as to whether it contravenes academic freedom and freedom of speech.
This research seeks to identify how Prevent may be applied to cyberspace to reduce risk of students being radicalised online at universities. Through semi-structured interviews (N= 16) with individuals working in Prevent and HE, attention is given to the capability of monitoring and filtering website content, which must be considered by universities as part of Prevent compliance. In addition, non-technical methods of reducing radicalisation in cyberspace are explored. Consideration is given to building students’ resilience to challenging information they see online through developing counter-narrative content for social media platforms. With students developing counter-narrative content themselves, specifically addressing vulnerability drivers to radicalisation, universities can enhance compliance with Prevent and create counter extremist content which can be used in cyberspace both in and outside of HE.

We examined whether and how social media play a role in the process of radicalization, and whether and for what purposes extremists use social media after they become radicalized within a sample of fifty-one Canadian extremists. Differences between converts and non-converts in terms of their radicalization process, involvement in terrorism, and social media usage were also investigated. Data were collected from a combination of media reports via an in-depth LexisNexis search and court records obtained from The Canadian Legal Information Institute database. The results confirm that social media played a role either during or after the radicalization process of the majority of the sample and converts are more vulnerable to online radicalization than non-converts.

In considering how terrorist movements use the Internet, it is becoming increasingly apparent that we must move beyond predominantly descriptive overviews of the contents of websites to examine in more detail the notion of virtual communities of support and the functions of these for their members. Virtual communities in support of terrorist movements are real social spaces where people interact on a regular basis to disseminate their views, share their knowledge, and encourage each other to become increasingly supportive of movements that use terrorism to achieve their goals. Taken from a larger body of comparative qualitative research investigating the content and function of discourses created in virtual communities in support of terrorism, this article presents a thematic analysis of “Stormfront,” a virtual community of the radical right.