The purpose of this study was to provide a descriptive, historical view of the origin and development of a specific coalition of arts education associations in California. The literature pertaining to political action by interest groups revealed effective strategies and lessons learned. Seven (7) commonalities for effective political action by interest groups were identified in order to analyze the politicization of the Legislative Action Coalition for Arts Education (LACAE). In the early 1980s, the increasing financial crisis for California's schools combined with diminishing opportunities for students to receive education in the arts as a part of their basic education. These devastating elements were motivation for the rise in visionary leadership that led to the emergence of LACAE. The maturation of LACAE was described by tracing the history of the organization and three selected issues: a legislative requirement for one year of visual or performing arts for high school graduation; assessment of arts programs included in the California Assessment Program (CAP) tests; and, development of a political action network. Discussion of each issue was presented from data in LACAE files, minutes of meetings and personal interviews. Analysis of the Coalition's politicization using the seven (7) commonalities produced mixed results. The annual conference to develop the Legislative Action Plan yielded goals and objectives that represented a broad base of support among arts associations and provided a vehicle for clear communication. LACAE was less successful, however, in the effort to broaden its base of support beyond arts associations and in establishing an effective communication network for responsive political action.

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The promotion of dialogues between youth and older adults in the field of cultural education remains one of the most important educational policy tasks in Germany. After all, intergenerational, cultural projects can make an important contribution to reducing ageism, promoting personal development, and dealing with social challenges. Close collaboration between actors from different sectors (school, cultural associations, administration, etc.) is needed to secure such programmes. However, this presupposes that the expectations that the involved actors have regarding the collaboration are transparently examined, discussed and adjusted within the collaborative network in advance. Therefore, the aim is to identify initial indications of different expectations of collaboration between actors from various sectors. In order to answer the research question, 24 semi-structured interviews were conducted in combination with ego-centred network maps in six German municipalities with actors from different fields (schools, administration, cultural associations, etc.). The data were then interpreted using qualitative content analysis. Our results show that actors participate with expectations ranging from different degrees of closeness and distance to the other involved actors. These results allow the first systematisation of individual expectations of actors at the beginning of a collaboration.