Marsico, G. (2017). Dialogue in Education. In F. Meijers and H. Hermans, The Dialogical Self Theory in Education: A multicultural perspective, Cultural Psychology of Education, 5, (pp. vii-ix), Cham, Switzerland: Springer;

Meijers’ and Hermans’ volume “The Dialogical Self Theory in Education: A multicultural perspective” offers a rich epistemological and empirical elaboration by which to understand the dominant educational discourse as well as to overcome the crisis that affects education in Western countries. The book highlights the complex interplay between educational processes and dialogical construction of identity. Contemporary education’s focus on accountability, competition and standardization constitutes an inherently ambiguous social-political program where education is focused on training to consume instead of learning for living (Szulevicz, May Eckerdal, Marsico, Valsiner, 2016). By applying the Dialogical Self Theory to education, Meijers and Hermans provide the reader with an extensive toolbox for understanding how education could be and should be the terrain for achieving a more sophisticated elaboration of the Self.