Marsico, G. (2015). Educational Contexts in a Cultural Psychology perspective. In G. Marsico, V. Dazzani, M. Ristum & A.C. Bastos (Eds). (2015). Educational contexts and borders through a cultural lens – Looking inside. Viewing outside. Cultural Psychology of Education, 1, (pp.v- vii), Geneve, Switzerland: Springer;

This book Educational Contexts and Borders through a Cultural Lens – Looking Inside. Viewing Outside, inaugurates the new Springer Books Series Cultural Psychology of Education. As a firstborn it has to accomplish, somehow, the hard task to trace the coordinates for our intellectual journey outlining the theoretical basis and the methodological approach within which a vivid debate in the field of Educational Psychology in contemporary society will be promoted. The aim of the Series is to provide a fertile ground upon which will give both direction and magnitude to the educational research in a Cultural Psychology perspective breaking thought the classical vision of Educational Psychology as an applied field focused basically on the teaching-learning processes. Education, instead, deals with the object in development, paying attention not on “what the person is at a specific age” (being), but “what the child is becoming” , moving towards another state (Marsico, 2013a). This book is, in a certain sense, a programmatic volume focusing on some aspects of this complex phenomenon of becoming human within societies that is labeled Education. Specifically, it emphasizes the importance of liminal spaces—borders—in the contexts of education and includes international contributions that systematically sample the views from outside to inside, inside to outside, and the staying of in the border zones.