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  • 1.
    Berglund, Jenny
    et al.
    Södertörn University, School of Historical and Contemporary Studies, Study of Religions.
    Lundén, ThomasSödertörn University, Centre for Baltic and East European Studies (CBEES).Strandbrink, PeterSödertörn University, School of Social Sciences, Political Science.
    Crossings and crosses: Borders, educations, and religions in northern Europe2015Collection (editor) (Refereed)
  • 2. Jansson, Maria
    et al.
    Kjellström, Peter
    Om integrering av feministisk teori i undervisningen1996In: Didactica Minima, ISSN 0284-0855, no 37, p. 27-38Article in journal (Other academic)
  • 3. Kjellström, Peter
    De orimliga anspråken: En diskussion om kommunitär universalism1996In: Liberalismen och den moderna demokratin / [ed] Lindensjö, Bo, Mörkenstam, Ulf, Reinikainen, Jouni, Lund: Studentlitteratur AB, 1996, p. 177-196Chapter in book (Refereed)
  • 4. Kjellström, Peter
    The narrator and the archaeologist: Modes of meaning and discourse in Quentin Skinner and Michel Foucault1995In: Statsvetenskaplig Tidskrift, ISSN 0039-0747, no 1, p. 21-40Article in journal (Refereed)
  • 5. Pestoff, Victor
    et al.
    Strandbrink, Peter
    Södertörn University, Institutionen för ekonomi och samhälle, Political science.
    Small children in a big system. A casestudy of childcare in Stockholm and Östersund: Swedish case study for the 5th framework research EU-project TSFEPS2004Report (Other academic)
  • 6. Pestoff, Victor
    et al.
    Strandbrink, Peter
    Södertörn University, Avdelning 1, Political science.
    The politics of swedish childcare2002Report (Other academic)
  • 7.
    Strandbrink, Peter
    Södertörn University College, Avdelning 1, Political science.
    Behövs folkomröstningar?2000In: Tidskrift för politisk filosofi, ISSN 1402-2710, no 3, p. 30-51Article in journal (Other academic)
  • 8.
    Strandbrink, Peter
    Södertörn University, School of Social Sciences, Political Science.
    Citizenship Education: Ideology or System? A Critical View on Civic Educational Policy Thinking2019In: Handbook of Research on Education for Participative Citizenship and Global Prosperity / [ed] José A. Pineda-Alfonso, Nicolás De Alba-Fernández & Elisa Navarro-Medina, Hershey, PA: IGI Global, 2019, p. 431-446Chapter in book (Other academic)
    Abstract [en]

    The purpose of this chapter is to investigate salient approaches to citizenship and civic-normative educationin liberal democratic life. The chapter argues that core technocratic assumptions about clarity,linearity, and predictability feeding into civic-educational deployment and change warrant critical attention.The chapter aims to shed new light on states’ instinct to regard themselves and their value setsas seamless conceptual wholes. A range of ramifications of this typical approach are interrogated, inprinciple as well as in relation to Swedish civic-educational matrices. The chapter refines a heuristicmodel for unpacking citizenship and civic-normative education thinking in liberal democracy originallypresented in an earlier work by the author. It is concluded that even as the enormous policy efforts thatgo into organizing and revamping public civic-normative education in response to new societal challengeshave little chance of meeting governments’ intentions; they may still be important since they areexerted in highly visible public spaces and domains.

  • 9.
    Strandbrink, Peter
    Södertörn University, School of Social Sciences, Political Science.
    Civic Education and Liberal Democracy: Making Post-Normative Citizens in Normative Political Spaces2017Book (Other academic)
    Abstract [en]

    This book explores the inherent tension in civic education. There is a surging belief in contemporary European society that liberal democracy should work harder to reproduce the civic and normative setups of national populations through public education. The cardinal notion is that education remains the best means to accomplish this end, and educational regimes appropriate tools to make the young more tolerant, civic, democratic, communal, cosmopolitan, and prone to engaged activism. This book is concerned with the ambiguities that strain standard visions of civic education and educational statehood. On the one hand, civic-normative education is expected to drive tolerance in the face of conflicting good-life affirmations and accelerating worldview pluralisation; on the other hand, nation-states are primarily interested in reproducing the normative prerogatives that prevail in restricted cultural environments. This means that civic education unfolds on two irreconcilable planes at once: one cosmopolitan/tolerant, another parochial/intolerant. The book will be of significant interest to students and scholars of education, sociology, normative statehood, democracy, and liberal political culture, particularly those working in the areas of civic education; as well as education policy-makers.

  • 10. Strandbrink, Peter
    Det moderna medborgarskapets börda: Liberalismens demokratiska problem1998In: Häften för Kritiska Studier, ISSN 0345-4789, Vol. 31, no 2, p. 49-61Article in journal (Other academic)
  • 11.
    Strandbrink, Peter
    Södertörn University, School of Social Sciences, Political science.
    Det rationella lärandets politiska epistemologi2011In: Tvära möten: Om utbildning och kritiskt lärande / [ed] Peter Strandbrink & Beatriz Lindqvist, Håkan Forsberg, Huddinge: Södertörns högskola , 2011, p. 135-153Chapter in book (Refereed)
  • 12.
    Strandbrink, Peter
    Södertörn University, School of Social Sciences, Political Science.
    Disciplinarity and normative education2018In: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 50, no 3, p. 254-269Article in journal (Refereed)
    Abstract [en]

    Drawing on recent interdisciplinary, multidimensional research on civic and religious education in northern Europe, this article explores disciplinary epistemological economies in an era of mounting discontent with the narrowness of mono-disciplinary analyses of complex social and educational issues. It is argued in the article that under conditions of sufficient world complexity, interdisciplinarity provides for a more cogent scholarly approach to educational structures and phenomena than either of the logics of mono-, multi- and transdisciplinarity—the main extant alternatives. It is shown in both conceptual and empirical terms that these alternatives cannot accommodate social and educational diversity, complexity and sprawl other than thinly, hence should mainly be endorsed by universities and research funders for other than epistemological reasons or when there is agreement that the object subjected to analysis is correspondingly thin and isolated. As education in and of itself is a remarkably complex social phenomenon and field of study, it is concluded that interdisciplinary environments may typically be expected to provide a stronger potential for assessing and understanding it.

  • 13.
    Strandbrink, Peter
    Södertörn University, School of Social Sciences, Political Science.
    Epistocracy and Democratic Participation in a Post-Truth World2018In: Democratic Theory, ISSN 2332-8894, Vol. 5, no 1, p. 1-17Article in journal (Refereed)
    Abstract [en]

    This article investigates civic-political and cognitive participation as they play out in democratic theory. Its core purpose is to develop a conceptual-normative critique of the presupposition in liberal democratic theory that these logics are mutually reinforcing and complementary. This misunderstanding of a theoretical ambivalence contributes to inhibiting constructive assessment of epistocratic*technocratic frameworks of democratic interpretation and theory. I demonstrate that these logics circulate contrasting views of democratic power and legitimacy and should be disentangled to make sense of liberal democratic theoretical and political spaces. This critique is then fed into a political-epistemological interrogation of post-truth and alt-facts rhetorical registers in contemporary liberal democratic life, concluding that neither logic of participation can harbor this unanticipated and fundamentally nonaligned way of doing liberal democratic democracy.

  • 14. Strandbrink, Peter
    EU-retoriken: Teman i den svenska debatten om EU-medlemskap1997Book (Refereed)
  • 15.
    Strandbrink, Peter
    Södertörn University College, School of Social Sciences, Political science.
    Expertvälde2009In: Politisk teori / [ed] Ludvig Beckman, Ulf Mörkenstam, Malmö: Liber , 2009, p. 174-190Chapter in book (Other academic)
  • 16.
    Strandbrink, Peter
    Södertörn University, School of Social Sciences, Political Science.
    Fair and cloudy weathers of tolerance in civic and religious education in northern Europe2015In: Education, Citizenship and Social Justice, ISSN 1746-1979, E-ISSN 1746-1987, Vol. 10, no 1, p. 3-20Article in journal (Refereed)
    Abstract [en]

    This article investigates the normative logic and orientation of civic and religious education in seven countries in northern Europe. One main underlying argument is that public schooling must be generically regarded as a heavy functional contributor to the ‘soft’ normative reproduction and validation of certain ethical and cultural identities. In the article, the rhetorical goals of neutralism and tolerance in current European political–educational thought are measured against empirical modes and practices of education. A parochialism–cosmopolitanism conceptual dichotomy is constructed and used as a main analytical guide, which allows for a number of critical conclusions to be made on the production of normative statehood through education in contemporary ‘post-normative’ Europe. The ultimate ambition of the text is thus to contribute to shedding new light on the interpretation and enactment of value diversity in these seven educational settings and interculturalising societies. © The Author(s) 2014

  • 17.
    Strandbrink, Peter
    Södertörn University, Avdelning 1, Political science.
    Förnuftets entoniga röst: Om EU-kampanjens demokratiska rum och medborgarskapets villkor2003Report (Other academic)
    Abstract [sv]

    Vem satte dagordningen inför EU-omröstningen 1994? Hur mobiliserades politiskt stöd, hur finansierades mobiliseringen? Vem påverkade oss, hur gick det till och vad ville man få oss att tänka? Respekterades vi som medborgare? I denna undersökning av demokratins struktur och medborgarskapets villkor 1990-94 inriktas analysen på ja-sidan, på organisationssverige, på massmedierna och på staten. En detaljerad historisk grund läggs för fortsatt analys av ett avgörande skede i Sveriges europeisering.

  • 18.
    Strandbrink, Peter
    Södertörn University College, School of Social Sciences, Political science.
    Heroisk och deliberativ kunskap i massuniversitetet2008In: Hermeneutik, didaktik och teologi: en vänbok till Björn Skogar / [ed] Susanne Olsson, David Thurfjell, Huddinge, 2008, p. 97-105Chapter in book (Other academic)
  • 19.
    Strandbrink, Peter
    Södertörn University, School of Social Sciences, Political Science.
    Iain M. Banks tio romaner om The CultureConsider Phlebas, The Player of Games, Use of Weapons, The State of the Art, Excession, Inversions, Look to Windward, ­Matter, Surface Detail och The Hydrogen Sonata2017In: Statsvetenskaplig Tidskrift, ISSN 0039-0747, Vol. 119, no 4, p. 820-822Article, book review (Other academic)
  • 20.
    Strandbrink, Peter
    Södertörn University, School of Social Sciences, Political Science.
    Introduction: On crossings and crosses2015In: Crossings and crosses: Borders, religions, and educations in northern Europe / [ed] Berglund, Lundén, Strandbrink, Boston: Walter de Gruyter, 2015, p. 1-13Chapter in book (Refereed)
  • 21. Strandbrink, Peter
    Joseph Schumpeters demokratiska teori1999In: Tidskrift för politisk filosofi, ISSN 1402-2710, Vol. 1, p. 17-45Article in journal (Other academic)
  • 22.
    Strandbrink, Peter
    Stockholms universitet.
    Kunskap och politik: teman i demokratisk teori och svensk EU-debatt1999Doctoral thesis, monograph (Other academic)
  • 23.
    Strandbrink, Peter
    Södertörn University College, School of Political Science, Economics and Law, Political science.
    Kunskap utan makt: reflektioner kring akademins etiska struktur2004In: Perspektiv på perspektivismen: en vänskrift till Bo Lindensjö med anledning av hans 60-årsdag / [ed] Ulf Mörkenstam, Jouni Reinikainen, Stockholm: Doctus indomitus, Stockholms universitet , 2004, p. 93-98Chapter in book (Other academic)
  • 24.
    Strandbrink, Peter
    Södertörn University, School of Social Sciences, Political Science.
    Kunskapspolitik2016In: Politisk teori / [ed] Beckman, Ludvig & Mörkenstam, Ulf, Stockholm: Liber, 2016, 2 utök., p. 310-326Chapter in book (Refereed)
  • 25.
    Strandbrink, Peter
    Södertörn University College, School of Political Science, Economics and Law, Political science.
    Likhetens löften (och svek) för demokratisk medborgarskapsteori2005In: Tidskrift för politisk filosofi, ISSN 1402-2710, no 3, p. 34-51Article in journal (Other academic)
  • 26.
    Strandbrink, Peter
    Södertörn University, School of Social Sciences, Political Science.
    Nio politiska begrepp: ideologi, språk och begreppsanalys2019Book (Other academic)
    Abstract [sv]

    Begrepp är centrala i allt politiskt tänkande och handlande: begrepp formar politiska program och dagordningar, men också maktförhållanden och världsbilder. Det går inte att förstå en politisk idéströmning om man inte tar hänsyn till de uttolkningar av begrepp som individgemenskapautonomi eller kultur som strömningen omfattar – men uttolkningarna skiftar från en ideologisk tradition till en annan.

    I denna bok utvecklas en modell för att förstå politisk-normativ begrepps­­bildning och här analyseras nio av de mest framträdande politiska begreppen. I anslutning till analysen diskuteras också villkoren för god kunskapsbildning i en tid som präglas av post-sanning, val­manipulation, sociala mediebubblor, elitförakt och politisk kunskaps­resistens. I ett utförligt appendix presenteras slutligen ett antal centrala västerländska ideologiska traditioner på ett överskådligt vis.

  • 27.
    Strandbrink, Peter
    Södertörn University, School of Social Sciences, Political Science.
    Nostalgia and shrinkage: Philosophy and culture under post-postmodern conditions2018In: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 50, no 14, p. 1407-1408Article in journal (Refereed)
  • 28.
    Strandbrink, Peter
    Södertörn University, School of Social Sciences, Political Science.
    Stangneth, Bettina, 2014. Eichmann before Jerusalem. The unexamined life of a mass murderer. London, Penguin Random House.2017In: Statsvetenskaplig Tidskrift, ISSN 0039-0747, Vol. 119, no 3, p. 630-632Article, book review (Other academic)
  • 29.
    Strandbrink, Peter
    Södertörn University, School of Social Sciences, Political science.
    Statsvetenskap, språk och teoretiskt tänkande2010In: Statsvetenskaplig Tidskrift, ISSN 0039-0747, Vol. 4, p. 388-392Article in journal (Refereed)
  • 30.
    Strandbrink, Peter
    Södertörn University College, Avdelning 1, Political science.
    Studentutvärderingar – hjälp eller hinder i högre utbildning?2002In: Didaktisk Tidskrift, ISSN 1101-7686, Vol. 12, no 1, p. 43-53Article in journal (Refereed)
  • 31.
    Strandbrink, Peter
    Södertörn University, School of Social Sciences, Political Science.
    The Asymmetrical Appropriation of Culture in Politics2018In: Journal of Conflict and Integration, ISSN 2586-0836, Vol. 2, no 1, p. 8-37Article in journal (Refereed)
    Abstract [en]

    This article hinges on the notion that the location of the term ‘culture’ in political discourse and debate remains under-theorised, particularly regarding its covariation with political recognition. It is shown that arguments for culturally motivated justice, recognition, or redress of past wrongs may be expected only by marginalised groups, not by states or other powerful political agents –since these are not framed as cultural in the first place. This suggests that to become more powerful in modern politics one normally must become less cultural. The article ultimately aims to unpack this implicit logic of modern liberal democratic reasoning on culture.

  • 32.
    Strandbrink, Peter
    Södertörn University, School of Social Sciences, Political Science.
    There is No Sacrum in it Any More: Revisiting Formalist Statehood and Religious/Civic Education on Baltic-Barents Borders2013In: Religion, State and Society, ISSN 0963-7494, E-ISSN 1465-3974, Vol. 41, no 4, p. 394-417Article in journal (Refereed)
    Abstract [en]

    Even under globalised and hyper-diverse cultural and social conditions, representative liberal democracy conceives of itself as non-involved in issues to do with ethics, faith and belief. Drawing on a formalist systemic state identity it advocates a neutralist, secularist, generalist and non-biased approach to education in state schools. Building on a current research project on religious/civic education in the Baltic-Barents area, this article argues that this self-image is flawed and that representative liberal democracy cannot avoid being ethically biased. There is thus, the article argues, a need to better frame our understanding of different modes of religious/civic education as well as the logic of ethical neutralism characteristic of contemporary democratic statehood. © 2013 © Taylor & Francis.

  • 33.
    Strandbrink, Peter
    Södertörn University, School of Social Sciences, Political Science.
    Unpacking postnormativity in religious and civic education: Coming to an early end?2015In: Crossings and crosses: Borders, educations, and religions in northern Europe / [ed] Berglund, Lundén, Strandbrink, Boston: Walter de Gruyter, 2015, p. 155-169Chapter in book (Refereed)
  • 34.
    Strandbrink, Peter
    Södertörn University, School of Social Sciences, Political Science.
    Är rationell politisk styrning ens möjlig?: En snabbkritik av teknokratisk politisk filosofi2016In: Tidskrift för politisk filosofi, ISSN 1402-2710, Vol. 20, no 1, p. 10-22Article in journal (Other academic)
    Abstract [sv]

    I modernt tänkande om staten finns en framträdande idé om att korrekt kunskap om politiska frågor och omständigheter bör vara vägledande för hur stater agerar och organiserar sig. Denna politiska epistemologi skyggar inför tanken att staters maktutövning och allmänna orientering skulle vara mer irrationell än rationell; vilket framträder klart i både Platons och den tidiga upplysningsfilosofins statsteori. Slutpunkten för resonemanget är att normativ bearbetning av politiska problem inte kan vara mer än ett korrelat till beslut som fattas på sakligt kvalificerade grunder.

    I denna text visas hur den rationalistiska politiska epistemologin bygger på radikalt felaktiga föreställningar om förhållandet mellan specialistkunskap om olika samhällssektorer och insikter och utsagor om politikens allmänna område. Bidraget avslutas med en översiktlig bedömning av Sveriges, respektive EU:s, grad av överensstämmelse med det teknokratiska styrideal som springer ur rationalismens politiska epistemologi.

  • 35.
    Strandbrink, Peter
    et al.
    Södertörn University, School of Social Sciences, Political science. Södertörn University, Lärarutbildningen.
    Lindqvist, BeatrizSödertörn University, School of Gender, Culture and History, Ethnology. Södertörn University, Lärarutbildningen.Forsberg, HåkanSödertörn University, School of Gender, Culture and History. Södertörn University, Lärarutbildningen.
    Tvära möten: Om utbildning och kritiskt lärande2011Collection (editor) (Refereed)
    Abstract [en]

    In this first Södertörn Studies in Education research volume, a collection of original, inter-communicating, and partly intersecting analyses of education and learning by Södertörn scholars is, for the first time, presented in one binding. The book is organised in three overall themes: liberal education, interculturality, and steering. New scholarly ground is opened up in the fields of linguistic, ideational, social, ethnographical, systemic, spatial, political, and organisational studies, bringing us new knowledge as well as showing the strength and width of educational studies at Södertörn University. We are confident that it will be put to good use by researchers in the field and students alike.

  • 36.
    Strandbrink, Peter
    et al.
    Södertörn University, School of Social Sciences, Political science.
    Pestoff, Victor
    Small-scale Welfare on a Large Scale: Social Cohesion and the Politics of Swedish Childcare2006Report (Other academic)
    Abstract [sv]

    Contemporary European life seems to require new ways for people to combine family life and career. There is a fear among European governments and the European Union, however, that such changes will alter received patterns of child rearing and may, in the long run, threaten social cohesion, integration and solidarity between generations. In current discussions how to make childcare generally available, as a social service, without posing a threat to social cohesion, the Swedish post-war experience may serve as a point of reference. This study traces and analyses the development of Swedish childcare which, in order to cater to two-career families, has changed from rudimentary and scarce to sophisticated and comprehensive.

  • 37.
    Strandbrink, Peter
    et al.
    Södertörn University College, School of Social Sciences, Political science.
    Åkerström, Linda
    Goda medborgare och onda tider?: svensk demokratipolitik och myten om den passiva medborgaren2010Book (Other academic)
1 - 37 of 37
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