Abstract
Leadership education, conceived as consonant with post-industrial thinking, is a dialogical relationship between student and teacher wherein traditional student/teacher roles are continually put in question and may even reverse themselves. Like the "follower" and leader in the realm of leadership practice, student and teacher in leadership education engage in a process of mutual discovery and critique. The student-teacher dialogue offered here attempts to use both form (dialogue) and content (the importance of a dialogical relationship) to shed light on student-teacher roles and on both "following"/leading and learning/teaching in two different cultural contexts--the United States and Hungary. It seeks, then, to explore leadership education through trans-role and transatlantic perspectives.
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