This edited volume offers cross-country and cross-cultural applications of Dialogical Self
Theory within the field of education. It combines the work of internationally recognized
authors to demonstrate how theoretical and practical innovations emerge at the highly fertile
interface of external and internal dialogues. The Theory developed by Hubert Hermans and his
colleagues in the past 25 years responds fruitfully to the issue of educational experts
hitherto working in splendid isolation and does so by combining two aspects of Dialogical Self
Theory: the dialogue among individuals as well as dialogical processes within individuals in
this context students and teachers.It is the first book in which Dialogical Self Theory is
applied to the field of education. In 13 chapters authors from different cultures and
continents produce theoretical considerations and a wide variety of practical procedures
showing that this interface is an ideal ground for the production of new theoretical
methodological and practical approaches that enrich the work of educational researchers and
specialists. Academics practitioners and postgraduate students in the field of education
particularly those who are interested in the innovative and community-enhancing potentials of
dialogue will find this book valuable and informative. Ultimately the work presented here is
intended to inspire more self-reflection and creative ways to engage in new conversations that
can respond to real-world issues and in which education can play a more vital role.
