Extremist groups must learn to survive and achieve their goals. While previous research has explored terrorist learning at both individual and organisational levels, it has primarily focused on hierarchical groups. This article examines leaderless movements, arguing that their learning process extends beyond the mere sum of individual knowledge. Using far-right accelerationism as a case study, it analyses how these movements acquire, interpret, store and disseminate knowledge. By tracing this process, the article identifies the factors that enable or hinder learning, drawing on scholarship on collective learning, while highlighting the similarities and differences between learning in leaderless movements and hierarchical groups.
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