In this paper we argue that transnational as well as national political demands and expectations on the educational field are contributing to (re)produce four ideological-based educational leadership discourses in the literature. In order to conceptualize these discourses, we turn to the work of Schmidt ("Diagnosis I--Filosoferende…

As the aesthetic learning process is always relational and developed in interaction with the surrounding culture, the participants in the aesthetic activities can develop cultural identity and social skills. Add to this that the individual can share its inner world with others through aesthetic activities in the potential space and in this way…