Dixon, John, Young, Magi, McKeown, Shelley, Stenner, Paul, Stathi, Sofia ORCID: https://orcid.org/0000-0002-1218-5239, Di Bernardo, Gian Antionio and Vezzali, Loris (2026) Navigating the boundary between ‘normative’ and ‘non-normative’ collective action: a British case study of the removal of a public statue associated with racism. British Journal of Social Psychology, 65 (2):e70058. ISSN 0144-6665 (Print), 2044-8309 (Online) (doi:10.1111/bjso.70058)

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Abstract

Psychological research typically distinguishes between normative (e.g., peaceful protests, petitions) and non-normative (e.g., property destruction, riots) collective action. This binary framework has proved useful in exploring the psychological factors that shape different forms of collective action. However, recent critiques suggest it oversimplifies the fluid, contested, and context-dependent nature of collective protest. Our paper develops these critiques through qualitative analysis of walking interview accounts and courtroom transcripts of an event occurring at a 2020 Black Lives Matter rally in the city of Bristol, UK. During this event, a public statue of Edward Colston (1636-1721), a 17th century slaver, was toppled, defaced, and thrown in the River Avon, and four protestors were subsequently charged with, then acquitted of, criminal damage. Implications for conceptualising and investigating collective action are explored and the importance of recovering the situated meanings and consequences of local understandings of normative and non-normative action emphasised.

Item Type:	Article
Uncontrolled Keywords:	normative collective action, non-normative collective action, protest, Black Lives Matter, racism
Subjects:	B Philosophy. Psychology. Religion > BF Psychology H Social Sciences > H Social Sciences (General)
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development > Centre for Inequalities Faculty of Education, Health & Human Sciences > School of Human Sciences (HUM)
Last Modified:	09 Mar 2026 09:58
URI:	https://gala.gre.ac.uk/id/eprint/52418

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