In this chapter I explore the impact of the educational turn in the arts—first proposed by Irit Rogoff in her 2008 article “Turning”—and that of its counterpart, the artistic turn in education. Inspired by the linguistic turn of 1970s philosophy, Rogoff called for a Kantian shift in perspective that invited us to see art as education and vice versa, with the aim of integrating both views into a new conceptual horizon. This approach sparked a significant debate on the relationship between art, education and democratic politics, which this chapter reviews in detail. I will analyse the conceptual foundations of Rogoff and authors such as Claire Bishop, setting their philosophical influences (Foucault, Deleuze and Lacan) against the contributions of Jacques Rancière, who stressed the political and educational potential of aesthetic autonomy. I also trace the affinities between Rogoff and Bishop’s educational turn and other theoretical approaches to the link between aesthetics and politics, such as the contributions of Rosalind Deutsche, Chantal Mouffe and Oliver Marchart in relation to the concept of agonism. Drawing on this analysis, this chapter draws up a comprehensive map that probes more deeply into the connections between art, education and politics, offering a critical reflection on their theoretical and practical implications.