Nedan en förteckning på sakkunniggranskade publikationer listade årsvis fallande ordning.
Linge, M., & Larsson, G. (2022). Sunni–Shia identities among young Norwegian Muslims: the remaking of Islamic boundaries. Journal of Contemporary Religion, 1-18.
Flennegård, O. (2022). Creating a youth ambassador: a critical study of a Swedish project on teaching and learning about the Holocaust, Holocaust Studies,
Mattsson, C. & Johansson, T. (2022). The neo-Nazi doxa, the deep state, and COVID-19: neo-Nazis’ ambivalent relations to Big Pharma and the anti-vaccine movement, Social Identities,
Andersson Malmros, R. (2022) Translating grand challenges into municipal organizing: Prevention of terrorism, extremism, and radicalization in Scandinavia. Dissertation. University of Gothenburg.
Mattsson, C., Johansson, T., Andreasson, J. (2022). Schooling in the racist badlands : Health team professionals’ understanding of the problem of racist opinions and practices among students. Scandinavian Journal of Educational Research. 1-14.
Gøtzsche-Astrup, O., Lindekilde, L., & Fjellman, A. M. (2022). Perceived Legitimacy of CVE Policies and the Willingness to Report Concerns of Radicalization to Authorities in the Nordic Countries. Terrorism and Political Violence, 1-17.
Solhjell, R., Sivenbring, J., Kangasniemi, M., Kallio, H., Christensen, T. W., Haugstvedt, H. & Gjelsvik, I. M. (2022). Experiencing trust in multiagency collaboration to prevent violent extremism: A Nordic qualitative study. Journal for Deradicalization, 32, 164– 191.
Sjøen, M. M., & Mattsson, C. (2022). Depoliticising political violence: state-centric and individualised discourses in the Norwegian counterterrorism policy field. Scandinavian journal of educational research, 1-14.
Andersson Malmros, R. (2021). The Prevention of Terrorism, Extremism and Radicalisation in Sweden: A Sociological Institutional Perspective on Development and Change. European Security.
Andersson Malmros, R. (2021). Translating ideas into actions: Analyzing local strategic work to counter violent extremism. Democracy & Society.
Flennegård O. & Mattsson C. (2021). Democratic pilgrimage: Swedish students’ understanding of study trips to Holocaust memorial sites. Educational Review. Published online June 2021
Flennegård O. & Mattsson C. (2021). Teaching at Holocaust memorial sites: Swedish teachers’ understanding of the educational values of visiting Holocaust memorial sites. Power and Education. Vol. 13 (1), 43-57.
Mattsson, C. (2021). The lock pickers, the gatekeepers, and the non-grievables: a case study of youth workers’ roles in preventing violent extremism. Nordic social work research. Published online September 2021
Mattsson, C. (2021). Hiding in the classroom: How neo-Nazi leaders prepare their children for schooling. Power and Education. Published online July 2021
Mattsson, C. & Johansson, T. (2021). Neo-Nazi Violence and Ideology: Changing Attitudes toward Violence in Sweden’s Skinhead and Post-Skinhead Eras. Terrorism and political violence. Published online January 2021
Mattsson, C. & Johansson, T. (2021). "We Are the White Aryan Warriors": Violence, homosociality, and the construction of masculinity in the National Socialist Movement in Sweden. Men and Masculinities. Vol. 24 (3), 393-410
Sivenbring, J. (2021). A European Guantanamo for Swedish children in Syria? A media analysis on the narrative of repatriation. Critical Studies on Terrorism. Published online September 2021
Adwan, S., Mattsson, C. & Johansson, T. (2020). Holocaust education and the Palestinian cause: Young Palestinian people in Sweden, and their perceptions of Holocaust education. Intercultural Education, Vol. 32(1) 17-31.
Mattsson, C. & Johansson, T. (2020). Talk is silver and silence is gold? Assessing the impact of public disengagement from the extreme right on deradicalization. Journal for Deradicalization. Vol. 24, 79-112.
Mattsson, C. & Johansson, T. (2020). The Hateful Other: Neo-Nazis in school and teachers’ strategies for handling racism. British Journal of Sociology of Education. Vol. 41(8), 1149-1163.
Andersson Malmros, R. (2019). From idea to policy: Scandinavian municipalities translating radicalization. Journal for Deradicalization, (18), 38-73.
Mattsson, C. (2019). Lost in translation – A case study of a public debate on freedom of expression and a neo-Nazi rally. Social Identities, Vol. 26(1), 92-108.
Mattsson, C. (2019). Policing violent extremism: How the global war on terror meandered into local municipal policies in Sweden. Sage Open. Published online March 2019.
Mattsson, C. & Johansson, T. (2019). Leaving hate behind – Neo-Nazis, significant others and disengagement. Journal for Deradicalization. Vol. 18, 185-216.
Pistone, I., Eriksson, E., Beckman, U., Mattson, C. & Sager, M. (2019). A scoping review of interventions for preventing and countering violent extremism: Current status and implication for future research. Journal for Deradicalization. Vol. 19, 1-84.
Sjøen, M. & Mattsson, C. (2019). Preventing radicalisation in Norwegian schools: how teachers respond to counter-radicalisation efforts. Critical Studies on Terrorism,Vol. 13(2), 218-236.
Sivenbring, J. (2019). Signs of Concern about Islamic and Right-Wing Extremism on a Helpline against Radicalization. Journal for Deradicalization Vol. 19, 108-145
Mattsson, C. & Johansson, T. (2018). Becoming, belonging and leaving – Exit processes among young neo-Nazis in Sweden. Journal for Deradicalization, Vol. 16, 33-69.
Johansson, T., Andreasson, J., Mattsson, C. (2017). From subcultures to common culture: Bodybuilders, skinheads, and the normalization of the marginal. Sage Open, Vol. 7(2), 1-9.
Mattsson, C. (2017). Caught between the urgent and the comprehensible. Professionals’ understanding of violent extremism. Critical Studies on Terrorism, Vol. 11(1), 111-129.
Mattsson, C. & Säljö, R. (2017). Violent extremism, national security and prevention. Institutional discourses and their implications for schooling. British Journal for Educational Studies, Vol. 66(1), 109-125
Mattsson, C., Hammarén, N. & Odenbring, Y. (2016). Youth ‘at risk’: a critical discourse analysis of the EU Commission’s Radicalisation Awareness Network Collection of approaches and practices used in education. Power& Education, 8(3), 251-265.