Course Syllabus

         

Swedish Politics and Society  DIS Logo

Stockholm - Riksdagshuset

 

Semester & Location:

Fall 2019- DIS Stockholm

Type & Credits:

Elective Course - 3 credits

Major Disciplines:

Political Science, Sociology, International Relations

Faculty Members:

Steve Turner

Program Director:

Neringa Vendelbo - nb@dis.dk

Time & Place:

Monday/Thursday, 11:40-13:00, 1D-409

Description of Course

This course is designed to give you a broad-based understanding of “how Sweden works” by carefully examining the rich interplay between Swedish culture, politics, and society. The “Swedish model” – based on an ambitious effort to combine extensive social welfare with a competitive economy – has long served as a beacon for the political Left and a bogeyman for the political Right.

In illuminating the main features, strengths and weaknesses of the Swedish model, the course not only helps to “make sense of Sweden”, but provides a powerful comparative framework for understanding the multifaceted social and political challenges of modern society. As we carefully examine the changing Swedish political environment, we will gain important insights into the dynamics of polarization and populism that threaten the institutions of liberal democracy today.

 The course is organized around the following major themes:

  • The Swedish model of political economy
  • Political ideology
  • The welfare state and inequality
  • Immigration and Multiculturalism
  • The European union

Learning Objectives

This course has four major objectives:

  1. To provide extensive insight into Swedish culture, politics and society so that you gain a richer understanding of your day-to-day experience in Sweden
  2. To help you to think very carefully about the complex relation between “objective facts” and the “subjective interpretation” of those facts. Building on essential findings in cognitive and political psychology, we will develop a richer understanding of how our interpretation of political reality is shaped both by the structure of the mind and by our subjective sense of group identity.  
  3. To use contemporary Sweden as a case study for analyzing the polarization and populism that characterizes – and threatens – the institutions of liberal democracy.
  4. To assist you in the development of essential skills – in analytical thinking and in both oral and written presentation - that are vital not only in navigating contemporary politics, but in flourishing in the game of life.

 

Faculty Member

Steve Turner

DIS Stockholm Faculty

 M.A. in Political Sociology, Harvard University.  Extensive teaching experience in comparative politics, multiculturalism, globalization, welfare state policy and positive psychology. Works as a Leadership Consultant, bringing the lessons from modern psychology and neuroscience to the world of business. Also an avid squash player and kayaker. With DIS since 2016.

  

Readings

  • Alestalo, Matti, Hort, Sven, Kuhnle, Stein. (2009) ”The Nordic Model: Conditions, Origins, Outcomes, Lessons”   Hertie School of Governance
    Begg, Iain, Mushöval, Fabian, Niblett, Robin. (2015) “The Welfare State in Europe: Visions for Reform.   Chatham House
    Blanc-Noel, Nathalie. (2013) Resolving the dilemma between equality and liberty: the Swedish political system. (15 pages) Eastern Journal of European Studies
    Bloemrad, Irene. (2011) The Debate over Multiculturalism: Philosophy, Politics, and Policy."    (p.1-8) MPI. Migration Policy Institute
    Braw, Elisabeth. (2017) and Finland’s Awkward NATO Tangle.  (4 pages) Politico
    Burman, Sherry. (2006)  The Primacy of Politics. Selected chapters.   Cambridge University Press
    Caldwell, Christopher. (2012) Europe’s Other Crisis. (12 pages) May 4, 2012 The New Republic
    Collier, Paul. (2013) Exodus: Immigration and Multiculturalism in the 21st Century. Selected chapters.  Penguin
    Haidt, Jonathan (2016) "When and Why Nationalism Beats Globalism"  (2016) The American Interest (p.1-8)
    Harvey, David.(2006) “Neo-liberalism as creative destruction”  Geografiska Annaler. Series B, Human Geography, Vol. 88, No. 2,  Power, the Power of Geography , pp. 145-158
    Heckman, James J. (2008) "The Case for Investing in Disadvantaged Young Children"   from Big Ideas for Children: Investing in our Nation’s Future. (2008) First Focus.
    Judt, Tony. (2009)  “What is Living and What is Dead in Social Democracy?” New York Review of Books. December 17, 2009
    Kenworthy, Lane  (2014) “America’s Social Democratic Future”.  January/February 2014. Foreign Affairs (p. 86-100)
    Koopmans, Ruud. (2013) Fundamentalism and out-group hostility: Muslim immigrants and Christian natives in Western Europe."   (5 pages) WZB Berlin Social Science Center
    Koopmans, Ruud. (2015) Tradeoffs between Equality and Difference: Immigrant Integration, Multiculturalism and the Welfare State in Cross National Perspective WZB Berlin Social Science Center
    Krugman, Paul. (2014) “Why We’re in a New Gilded Age”.  New York Review of Books. May 8, 2014. (11 pages)
    Malik, Kenan. (2015) "The Failure of Multiculturalism". Foreign Affairs. (p.21-32)
    Moravcsik, Andrew. (2012) "Europe after the Crisis"   (p.54-68) Foreign Affairs  (p.54-68)
    Okin, Susan Moller. (1997) Is Multiculturalism Bad for Women?"   The Boston Review
    Piketty, Thomas. (2014) “Capital in the Twenty-First Century: a multidimensional approach to the history of capital and social classes. The British Journal of Sociology (2014) Volume 65. Issue 4
    Rothstein, Bo, Sven Steinmo. (2012) Social Democracy in Crisis? What Crisis?” Chapter in Micheal Keating and David McCrone (eds.): The Crisis of European Social Democracy. Edinburgh University Press
    Sandel, Michael. (2012)  “What Isn’t for Sale? Michael Sandel. The Atlantic
    Sargent, Lyman Tower. (2009)  "Ideologies: What are they and Why Study Them" . Chapter 1 from Contemporary Political Ideologies: A comparative analysis.  p.1-20
    Standish, Reid. (2016) How Sweden Is Pursuing Its ‘Feminist Foreign Policy’ in the Age of Erdogan, Putin, and Trump. Foreign Policy. (p.1-6)
    Stratfor Worldview. (2009)  The Geopolitics of Sweden: A Baltic Power Reborn"    6 pages
    Sunstein, Cass, R. (2015) “Trump and Bush, Thinking Fast and Slow”. Bloomberg View
    Svallfors, Stefan. (2015) "Politics as Organized Combat".    Max-Planck-Institut für Gesellschaftsforschung, Köln Max Planck Institute for the Study of Societies, Cologne February 
    The European Union: A Guide for Americans. (2014)  The EU Delegation to the United States.
    The Swedish National Agency for Education.(2008) "Ten Years After the Pre-School Reform"  
    Johnson, Erik.  (2014) Thinking Fast and Slow: A summary.  
    Wike, Richard. (2016) Europeans Fear Wave of Refugees Will Mean More Terrorism, Fewer Jobs. PEW Research Center.
    Woolridge, Adrian. (2013) “Nordic Lights” .  February 2, 2013.  The Economist
    Zakaria, Fareed.  (2016)  "Populism on the March-Why the West is in Trouble" . November/December 2016 Foreign Affairs (p.9-15)

 

Field studies

1. Wednesday, October 16  (9-11)  Visit to a Swedish school

2. Wednesday, November 27 (13.00-16.00)  Swedish Parliament

 

Approach to Teaching and expectation of the students:

 

My approach to teaching is based on a core assumption: Learning is a collective endeavor in which the contribution of each individual has an impact on how much is learned overall. Lectures can serve a valuable purpose both in providing useful information and in stimulating creative thought. But genuine learning takes place only when the student takes an active role – in reading carefully, thinking critically, in raising questions and objections, and in listening to others. It is only through engaged dialogue that we have the capacity to enrich our understanding of the world. My expectation is that students will actively engage in the learning process, both inside and outside the classroom.   

The course utilizes a variety of pedagogical methods, including lectures, discussions, student presentations, policy simulations, and study visits. There is a strong emphasis on discussion and student participation. Everyone is expected to not only complete the readings for each class, but to come to class well prepared to engage in discussion.

Attendance at all lectures and field studies is mandatory.

Note that it is important to check your e-mail and DIS Canvas regularly since outlines, exam info etc. will be distributed here.

Grading:

Assignment

Percent

Attendance/Active Engagement

15

Pre-Class Prep 

35%

Take Home Exam 1 (Short answer essay exam) 

25%

Final In-class Exam (Short answer essay exam)

25%


    - Attending class earns a grade of 85; Raising questions and engaging in discussions earns additional points

    - Pre-class prep is based on regular Canvas "Quizzes"

   

To be eligible for a passing grade in this class you must complete all the assigned work.

More information on the assignments, requirements and deadlines will be available on DIS Canvas.

 

Class Representatives: Class representatives will be elected at the beginning of the semester. Communicate your feedback on the course to the two representatives. See DIS Canvas if you are unsure who they are. 

Academic Regulations  

Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on:

 

 

DIS - Study Abroad in Scandinavia - www.DISabroad.org

Course Summary:

Date Details Due