Hugo Marcos-Marné, Carolina Plaza-Colodro, Ciaran O’Flynn
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Populism and new radical-right parties: The case of VOX
The populist radical-right label brings together parties characterised by their adherence to populism, nativism, and authoritarianism. While the relevance of the label to the family is unquestioned, its popularity, combined with the theoretical affinity between the three core elements, may cause radical-right parties to be systematically considered populist without further examination. This article posits that whether a radical-right party is populist is an open empirical question, and to demonstrate this, we test the importance of populism in the discourse and electoral success of a new radical-right party, Spain’s VOX. Our empirical strategy is based on the holistic grading of core political discourses, and the analysis of innovative survey data that includes populist attitudes and voting intention. Our results indicate that, despite the existence of certain populist elements in both the supply and demand sides of the electoral competition, these should be considered supplemental and subordinate to nationalist and traditionalist elements, which are central to explaining both the discourse and electoral success of VOX. We believe that our findings are a cautionary note against assuming that all radical-right parties are populist, and an invitation to improve empirical techniques able to separate populism, nativism, and authoritarianism in political discourses.
期刊介绍:
Politics publishes cutting-edge peer-reviewed analysis in politics and international studies. The ethos of Politics is the dissemination of timely, research-led reflections on the state of the art, the state of the world and the state of disciplinary pedagogy that make significant and original contributions to the disciplines of political and international studies. Politics is pluralist with regards to approaches, theories, methods, and empirical foci. Politics publishes articles from 4000 to 8000 words in length. We welcome 3 types of articles from scholars at all stages of their careers: Accessible presentations of state of the art research; Research-led analyses of contemporary events in politics or international relations; Theoretically informed and evidence-based research on learning and teaching in politics and international studies. We are open to articles providing accounts of where teaching innovation may have produced mixed results, so long as reasons why these results may have been mixed are analysed.