The previously seemingly unquestioned "high value concept" of representative democracy (Lessenich 2020: 7) - as well as democracy itself - is called into question. In Europe – and especially at its borders – democracy is confronted with multiple externally induced crises, but also the structural deficits of democracy itself are marked in many voices: 1.) structurally exclusionary, it follows a patriarchal autonomous subject model, is Eurocentric in design, and structurally establishes cultural hierarchies and differences. 2.) often tightly connected to an economical linear model of progress that is exclusively oriented towards growth 3.) it is based on an 'imperial way of life' (Brand & Wissen 2017), which contributes to the further aggravation of socio-ecological-economic problems and calls into question the rights of future generations within existing nature/cultures.

Designs and approaches of radical democratization, on the other hand, call for the transition to a post-industrial age (Görgen & Wendt 2020). They refer to the radicalization of democracy and altogether to the connection between democracy, culture and economy. Thus, Lorey (2020: 83) frames her conception of a "presentist democracy" as a democratic social practice that is processually conceived "in the context of permanent, molecular, social revolution" and that is fed by the practice of collective assemblies. In this way, she ties in with the figure of the "assembly" as a mode of collective political action and decision-making already formulated by Hardt and Negri (2017). However, how can these challenges be addressed from an organizational education perspective referring to the scope of European identity at the intersection of organizational education, cultural practices, and socio-political transformation?

The symposium reflects on the potential of moving social relations within digital settings as a potential for organizational change and organizational transformation (Weber 2020a/b; Weber et al 2020; Wood 2016). We theorize online spaces of collective learning as sites of complex assemblages of human-techno-entanglements and reflect on the conditions of transforming collective awareness and practice within those digital settings? We explore how new forms of collaborative agency are navigated, how emerging subjectivities are co-constructed, orders of awareness and practice are transformed within virtual learning and transformational environments (Gourlay 2021).

The first contribution refers to the democratising potential of digitally-mediated, aesthetic and embodied collaborative learning in educational organisations, while the second presentations refers to the educational potential of changing the story in the context of global citizenship education in schools. The third presentation refers to overcoming distributed leadership gaps and discusses digital communication improvisations for learning drama by school leaders in Latvia.

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