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VOX-Pol Blog post.

VOX-Pol Blog post.

Content analysis of the posts from eleven Facebook accounts of known Dutch and Belgian foreign fighters (in Dutch). English summary is available here: http://leidensafetyandsecurityblog.nl/articles/foreign-fighters-on-social-media-an-analysis-of-11-facebook-accounts

Viral online disinformation is misleading content that is generated to manipulate public opinion and to circulate rapidly in the digital space. Although viral disinformation has become an instrument for radicalization, the specific psychological mechanisms by which disinformation can be weaponized––wielded as mobilizing and radicalizing political tools––are not yet well-understood.

In this paper, we establish the potential of concerted disinformation efforts to impact mass radicalization and political violence, first through historical precedents of deadly disinformation campaigns, then in modern-day examples from the USA and Russia. Comparing and contrasting political effects of two recent disinformation campaigns, QAnon’s #SaveTheChildren campaign in the USA, and anti-LGBTQ disinformation campaign in Russia, this paper highlights the significance of LGBTQ contagion threat—a notion that people can be “turned” into LGBTQ through deliberate outside influence. The psychological and political consequences of such messaging, its main target audience, and vulnerability factors rendering individuals especially susceptible to its radicalizing effects are discussed.

Right-wing extremists and Islamist extremists try to recruit new followers by addressing their national (for instance, German) or religious (Muslim) social identity via online propaganda videos. Two studies examined whether capitalizing on a shared group-membership affects the emotional and cognitive response towards extremist propaganda. In both studies, Germans/non-migrants, Muslim migrants and control participants (N = 235) were confronted with right-wing extremist and Islamist extremist videos. Emotional and cognitive effects of students (Study 1) and apprentices (Study 2) were assessed. Results showed a general negative evaluation of extremist videos. More relevant, in-group propaganda led to more emotional costs in both studies. Yet, the responses varied depending on educational level: students reported more negative emotions and cognitions after in-group directed videos, while apprentices reported more positive emotions and cognitions after in-group directed propaganda. Results are discussed considering negative social identities.

A letter to Mr. Zuckerberg from the UN Rapporteur on the definition of terrorism.