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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.

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SAMMENDRAGMålet med artikkelen er å vise korleis nyutdanna profesjonsutøvarar sine eigne innspel kan bidra til kvalitet og profesjonstilhøyrigheit i rettleiingsarbeidet. Kronotopar er uttrykk for meiningsinnhaldet i dei sakene nyutdanna profesjonsutøvarar sjølve meiner dei treng rettleiing på, og dei sikrar inkludering av dei nyutdanna sine eigne perspektiv i rettleiingsprosessane. Tilnaerminga er basert på kartlegging av kronotopar i barnevernspedagogar, sosionomar og vernepleiarar sine skriftlege tekstar. Kronotopane er kartlagde gjennom ein studie av 12 tekstar. Sentrifugalkronotopen, sentripetalkronotopen og ein kronotop med konkurrerande stemmer framstår som dei sentrale kronotopane i pre-tekstane.Nøkkelord kronotopar, pre-tekst, Bakhtin, rettleiing av nyutdanna profesjonsutøvarar ABSTRACT The main aim behind this article is to show how newly graduated professionals' own understandings can contribute to the quality in professional supervision. These chronotopes are considered to be meaningful utterences related to cases that the professionals experienced themselves at work and that they mean they need help with. The chronotopic analysis used in the research is a part of the scientific approach used in this article.

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