Scandinavian Experiments in Democratic Education

Autor/inn/en	Marjanovic-Shane, Ana; Kullenberg, Tina; Gradovski, Mikhail
Titel	Scandinavian Experiments in Democratic Education
Quelle	In: Dialogic Pedagogy, 11 (2023) 2, (40 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Democracy; Educational Philosophy; Governance; Foreign Countries; Participative Decision Making; Activism; Student Role; Political Attitudes; Social Influences; Student Attitudes; Ethics; Dialogs (Language); Institutional Characteristics; Educational History; High School Students; Academic Freedom; Educational Change; Sociocultural Patterns; Nontraditional Education; Administrative Organization; Educational Policy; Sweden; Norway (Oslo); Scandinavia + Suchen Sie Ihr Suchwort? Demokratie; Bildungsphilosophie; Erziehungsphilosophie; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Ausland; Aktivismus; Politischer Protest; Political attitude; Politische Einstellung; Sozialer Einfluss; Schülerverhalten; Ethik; Dialog; Dialogs; Dialogue; Dialogues; History of education; Bildungsgeschichte; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Akademische Freiheit; Bildungsreform; Soziokulturelle Theorie; Non-traditional education; Alternative Erziehung; Politics of education; Schweden; Skandinavien
Abstract	This article is the first of four articles exploring democratic schools co-founded by teenage students in Norway and Sweden. Our larger project explores the relationship between democracy in education and educational dialogism. Both democracy in education and educational dialogism are partially rooted in the idea that education should be a personal meaning-making practice where the participants can create and organize their lives in ways that make sense to them and explore their interests, values, and desires. We describe the processes of founding two schools--one in Oslo, Norway, and the other in Gothenburg, Sweden--in which students practiced the right to democratic governance. We describe the process of the founding of these schools against the background of the students' movements in the late 1960s and the 1970s and the social and political conditions in Norway and Sweden at that time. We explore the students' perspectives on the possibility, desirability, and legitimacy of the students' voices in ethical-ontological dialogues in which the participants jointly examine their relationships with the world, with others, and with themselves. Further, we explore the forms of democratic school governance that Norwegian and Swedish students created and identified tensions that appeared between the legitimacy of individual students' rights to ownership of their learning, teachers' ownership of teaching, and the conventional normative educational policies in Norway and Sweden. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01