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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.

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This article examines the spread of new public management (NPM) across European education\ud systems as it has traversed national boundaries. While recognising the transnational dimensions\ud of the spread of NPM, the authors offer new insights into the importance of national contexts in\ud mediating this development in educational settings by focusing upon NPM within three European\ud countries (England, Italy and Norway). We reveal its recontextualisation in these sites and the\ud interplay between NPM, and local and national conditions. This analysis is underpinned by a theoretical framework that seeks to capture the relationship between education and the state\ud and to reveal tensions produced by NPM both as a shaping force and an entity shaped by local\ud conditions in these contexts. The article concludes by focusing upon the complexities and\ud specificities of NPM recontextualisation in the three countries as a basis for a reflection upon\ud possible future policy trajectories