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It foregrounds students’ views on the legitimacy of student voices and examines tensions between rights to learning ownership, teachers’ teaching ownership, and conventional policy norms.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Scholar, USA  \nMikhail Gradovski  \nUniversity of Stavanger, Norway  \nTina Kullenberg  \nKristianstad University, Sweden  \nAbstract  \nThis 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.  \nAna Marjanovic-Shane is an Independent Scholar interested in ethical ontological dialogism and meaningmaking in education, democratic education, students’ academic freedoms, and students’ critical and creative authorship in self-education. Her articles in English and Serbian were published in various journals (e.g. , Mind, Culture, Activity Journal, Learning, Culture and Social Interaction, Dialogic Pedagogy Journal) and as book chapters in books on play and education. Two recent publications include: Shugurova, O. , Matusov, E. , & Marjanovic-Shane, A. (2022) . The University of Students: A place for joint self-education. Dialogic Pedagogy: An International Online Journal, 10 , E1-E42; Marjanovic-Shane, A. , Meacham, S. , Choi, H. J. , Lopez, S. , & Matusov, E. (2019) . Idea-dying in critical ontological pedagogical dialogue. Learning, Culture and Social Interaction, 20, 68-79, and a book: Matusov, E. , A. Marjanovic-Shane & M. Gradovski, (2019) . Dialogic pedagogy and polyphonic research art: Bakhtin by and for educators , Palgrave Macmillan. Ana lives and works in the USA.  \nDialogic Pedagogy: An International  \nDOI: 10.5195/dpj.2023.477 | Vol. 1  \nOnline 1 No. 2  \nJournal | [http://dpj.pitt.edu](http://dpj.pitt.edu)[ ](http://dpj.pitt.edu)(2023)  \nA93  \nScandinavian experiments in democratic education  \nAna Marjanovic-Shane, Tina Kullenberg, Mikhail Gradovski  \nTina Kullenberg holds a Doctor of Philosophy in Education, currently working at Kristianstad University (Sweden) as a lecturer in teacher education programs and postgraduate courses in Educational Science. Her research focuses on pedagogical communication, applying dialogic and sociocultural perspectives on teaching and learning. Lately, she has been especially engaged in Bakhtin-inspired approaches to education. She also has a special interest in addressing democratic issues with a relational lens, for example, exploring the intricate dynamics of power-relations in educational dialogues between teachers and students or peers, premises for student agency, and other institutionally embedded dilemmas or opportunities in schooling. Moreover, she has a background in the area of music education, in theory, and practice.  \nDr. Mikhail Gradovski is born in Minsk","cbCaimFgtj9z6dt2","https://ap.wps.com/l/cbCaimFgtj9z6dt2","pdf",488345,"English","# Abstract\n## Democratic schools and dialogism\n## Founding processes in Oslo and Gothenburg\n## Students’ perspectives and governance tensions\n## Authors’ research backgrounds\n## Prologue","[{\"question\":\"What is the article’s main focus in democratic education?\",\"answer\":\"It explores democratic schools co-founded by teenage students in Norway and Sweden and examines the relationship between democracy in education and educational dialogism.\"},{\"question\":\"How do the authors connect education to personal meaning-making?\",\"answer\":\"They argue that both democracy in education and educational dialogism are rooted in education as a personal meaning-making practice where participants create and organize their lives around what makes sense to them.\"},{\"question\":\"What tensions in school governance does the article investigate?\",\"answer\":\"It examines tensions between the legitimacy of individual students’ rights to own their learning, teachers’ rights to own teaching, and conventional normative educational policies in Norway and Sweden.\"}]","Scandinavian experiments in democratic education - Prologue | PDF",1792092499,101]