Democratic Schooling in Norway: Implications for Leadership in Practice

Abstract

This article explores the meaning of an education based on democratic values and the implications for school leadership in practice. Based on findings from a case study in a Norwegian upper secondary school, the study describes democratic school leadership in practice, with particular attention to the distribution of power and leadership in the school, student voice in the decision-making process, their opportunities for open dialogues, and the conditions that must be in place for students to develop as citizens.

Notes

¹ The project included teams of researchers from the United Kingdom, Sweden, Norway, Denmark, Canada, the United States, Australia, and Hong Kong.

² These schools are part of the Ministry of Education’s system to reward schools that are systematically working to improve students’ educational outcomes and the learning environment. They receive a grant to continue and develop their good work.

³ For a more detailed discussion of the theoretical and methodological approach, see M⊘ller et al. (2005).

⁴ In Norway teachers retire at the age of 67. It is also possible to apply for retirement at the age of 64, on special conditions. However, one would not receive full retirement benefits until the age of 67.

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