Tebaldi, Catherine;
Gaddini, Katie;
(2024)
Socialism sucks: campus conservatives, digital media, and the rebranding of Christian nationalism.
Information, Communication & Society
10.1080/1369118X.2023.2289979.
(In press).
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Abstract
In this blended ethnography, combining fieldwork with campus conservative organizations/figures and digital ethnography of their social media, we explore how capitalism, Christianity, and conservatism are brought together and branded for youth. We argue that campus conservative organizations like Turning Point USA are important sites for mainstreaming, branding, and circulating an assemblage of conservative, Christian, and racialized discourses aligned with Christian nationalism and against the left. We analyze how this ‘friend enemy distinction’ occurs through gendered social media practices, constructing female ‘cuteservatives’, influencers who sell friendship and t-shirts, and masculine heroes who battle a socialist enemy. We explore how these discourses are produced, marketed, and circulated. And finally, through Turning Point’s celebration of Kyle Rittenhouse, we show the dangerous potential consequences of this violent rhetoric.
Type: | Article |
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Title: | Socialism sucks: campus conservatives, digital media, and the rebranding of Christian nationalism |
Open access status: | An open access version is available from UCL Discovery |
DOI: | 10.1080/1369118X.2023.2289979 |
Publisher version: | http://dx.doi.org/10.1080/1369118x.2023.2289979 |
Language: | English |
Additional information: | © The Author(s) 2023. Original content in this paper is licensed under the terms of the Creative Commons Attribution 4.0 International (CC BY 4.0) Licence (https://creativecommons.org/licenses/by/4.0/). |
Keywords: | Social media, Christian nationalism, youth politics, branding |
UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute |
URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10189399 |
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