From a school rebellion to a rebel school – its people and their initial struggles with democracy in education

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Published: Jan 19, 2023
DOI: https://doi.org/10.5195/dpj.2023.414

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Mosse Jørgensen
Forsøksgymnaset in Oslo (The first Principal), Norway

Abstract

The following text is a translation of two chapters from a Norwegian book, “From a school rebellion to a rebel school” by Mosse Jørgensen (Jørgensen, 1971). She was the first “principal,” i.e., the “school leader” and a teacher in a democratic high school, The Experimental Gymnasium of Oslo [Fosøksgymnaset i Oslo] in Norway. Although this book was translated into eight languages in the 1970s, it never was translated into English. The editors of this Special Issue decided to translate and publish two chapters of the book: Chapter III – The People and Chapter VI – Difficulties with democracy. These chapters represent a valuable addition to the special issue on Dialogic Pedagogy and Democratic Education. They illustrate, complement, and complete four other studies in this Special Issue issue, which also focus on The Experimental Gymnasium of Oslo and its Swedish sister school in Gothenburg (Marjanovic-Shane, 2023a, 2023b, 2023c; Marjanovic-Shane, Kullenberg, & Gradovski, 2023). We are publishing translations of these two chapters in honor of their author Mosse Jørgensen, who is no more.

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How to Cite
Jørgensen, M. (2023). From a school rebellion to a rebel school – its people and their initial struggles with democracy in education. Dialogic Pedagogy: A Journal for Studies of Dialogic Education, 11(2), A133-A157. https://doi.org/10.5195/dpj.2023.414
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Vol. 11 No. 2 (2023): Dialogic Pedagogy and Democratic Education
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Articles
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Author Biography

Mosse Jørgensen, Forsøksgymnaset in Oslo (The first Principal), Norway

Mosse Jørgensen (1921-2009) was one of the founders and the first principal of the Experimental Gymnasium in Oslo (EGO) [Forsøksgymnaset i Oslo]. As one of the founding members of the EGO planning group, together with about 15-20 founding students, Mosse initially performed the role of the school administrative leader for two years (1967-1969). When she stepped down from the school administrative leader's position, she became a regular teacher in the school, teaching in the broadly defined area of the “orientation in the present times” (something like combined social sciences). A number of her articles and books about the school inspired and influenced many Norwegian educators and educational researchers. She was active as a writer, speaker, and peace activist. Some of her books include The Art of Surviving With a Teenager in the House, 1969; From School Rebellion to Rebel School, 1971; and Each other. How can the school educate about community and social responsibility? 1981.

References

Jørgensen, M. (1971). Fra Skoleopprør til Opprørsskole. Oslo: PAX FORLAG A/S.

Marjanovic-Shane, A. (2023a). Four person-ideas in a soul-searching internally persuasive discourse. Dialogic Pedagogy: An International Online Journal, 11(2), A198-A216, doi:10.5195/dpj.2023.478.

Marjanovic-Shane, A. (2023b). A paradigmatic dialogue-disagreement in a democratic school: A conceptual analysis of a soul-searching assembly meeting. Dialogic Pedagogy: An International Online Journal, 11(2), A217 - A244, doi:10.5195/dpj.2023.445.

Marjanovic-Shane, A. (2023c). A Soul-Searching Assembly — A Vignette. Dialogic Pedagogy: An International Online Journal, 11(2), A165-A197, doi:10.5195/dpj.2023.360.

Marjanovic-Shane, A., Kullenberg, T., & Gradovski, M. (2023). Scandinavian experiments in democratic education. Dialogic Pedagogy: An International Online Journal, 11(2), A158-A164, doi:10.5195/dpj.2023.477.