The Education sector has to deal with a vast complexity in organization, especially since to a certain point it is all about creating and generating trust, ethics and emotional capital (Illouz 2007, Weber 2014). One of the crucial aspects of generating trust is the challenge of aesthetical representation, which is inevitably linked to issues of subjectivation and performative politics. Looking at academic institutions assigned with training and development for professionals (teachers, social workers, psychologists etc.) it seems that the former representation routines are about to be challenged. The paper analyzes dominant narratives within the educational representation context and argues for the necessity of an aesthetic transformation within the professional context. The focus lies on the question of how to represent strategies of dialogue, recognition and self-emancipation within a regime of an emotional governmentality.

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