The papers in these two linked symposia explore the relationship between education, educational leadership and the creation of a democratic society. The specific focus of this symposium is on the changed and changing context within which education systems, school communities and school leaders are positioned. The role of education leaders in creating an environment in schools in which the principles of democratic society can be experienced is becoming increasingly difficult because of the  discourses and demands that currently frame education. Is is a significant challenge for leaders to achieve the goals of democracy when systems are driven almost solely by economic imperatives  and where individualization and the commodification of students and knowledge predominates.  There is often a need for school leaders to respond in an innovative fashion through the creative rearticulation of policy demands to ensure a postive outcome with respect to fostering a culture of democratic citzenship.While working towards democracy was never easy, always requiring effort, advocacy, agency and vigilance, the data reported here  reveals the extent of the struggle for leaders in how leadership is practiced and experienced in schools.  These papers draw on research carried out in Norway, Ireland and Spain and examine how external accountability and performativity are re-shaping schools and how this impacts on how school leaders work with diversity and difference, disengagement and the broader imperative of ensuring that democracy and citizenship are experienced in school in an authentic way.