In this article, we elaborate on the role of dialogical learning in identity formation in the context of environmental education. First, we distinguish this kind of learning from conditioning and reproductive learning. We also show that identity learning is not self-evident and we point out the role of emotions. Using Dialogical Self Theory, we then suggest that individuals do not have an “identity hierarchy” but a dialogical self that attaches meaning to experiences in both conscious and unconscious ways. We describe the learning process that enables the dialogical self to develop itself, and we elaborate on the characteristics of a good dialogue. We conclude with some remarks expanding room for a dialogue that would foster identity learning. https://doi.org/10.3390/resources5010011 https://www.linkedin.com/in/helenkopnina/
MULTIFILE
This study investigates whether creative, expressive, and reflective writing contributes to the formation of a narrative career identity that offers students in higher education a sense of meaning and direction. The contents of writing done by students who participated in 2 two-day writing courses before and after work placements and of a control group were compared. Employers were also asked to evaluate students' performance. Writing samples were analyzed using the Linguistic Index Word Count program and an instrument based on Dialogical Self Theory. Work-placement self-reports were gathered, examined, and used as anecdotal evidence presented in the form of case studies. The results show that career writing can promote the development of career identity and holds promise as a narrative career guidance approach.
DOCUMENT
Teacher professional identity is conceptualized in this chapter as a complex configuration of personal and contextual factors. Professional identity is also seen as dynamic and subject to change. This coloring of the concept leads here to a specific elaboration of research with regard to (student) teachers’ identity formation. This research then focuses on (student) teachers working on issues arising from tensions between the personal and the contextual, the ways in which they position themselves toward relevant others, the impact of the micropolitical reality of the school on their functioning and well-being, and the role so-called “stories to live by” play in their work. The operationalization of the concept is illustrated by two studies in which the complexity and uniqueness of (the development of) professional identity have been investigated using narrative methods and techniques. This chapter also distinguishes between two different but related internal processes that are important in teacher education, namely professional learning internalizing knowledge and skills that are generally found to be relevant for the profession, i.e., teaching competence) and identity formation (a personal process of validating learning experiences in light of one’s “image-ofself-as-teacher,” that is, the teacher that one is and wants to become). It is argued that both processes can reinforce and enrich each other and, as such, will result in a more comprehensive and coherent framework for understanding teachers’ professional work and their development as teachers. An attempt is made to present both internal processes in an overarching model, referred to here as “framework of professional identity learning.” The chapter concludes with suggestions for (follow-up) research.
DOCUMENT
Collaborative networks for sustainability are emerging rapidly to address urgent societal challenges. By bringing together organizations with different knowledge bases, resources and capabilities, collaborative networks enhance information exchange, knowledge sharing and learning opportunities to address these complex problems that cannot be solved by organizations individually. Nowhere is this more apparent than in the apparel sector, where examples of collaborative networks for sustainability are plenty, for example Sustainable Apparel Coalition, Zero Discharge Hazardous Chemicals, and the Fair Wear Foundation. Companies like C&A and H&M but also smaller players join these networks to take their social responsibility. Collaborative networks are unlike traditional forms of organizations; they are loosely structured collectives of different, often competing organizations, with dynamic membership and usually lack legal status. However, they do not emerge or organize on their own; they need network orchestrators who manage the network in terms of activities and participants. But network orchestrators face many challenges. They have to balance the interests of diverse companies and deal with tensions that often arise between them, like sharing their innovative knowledge. Orchestrators also have to “sell” the value of the network to potential new participants, who make decisions about which networks to join based on the benefits they expect to get from participating. Network orchestrators often do not know the best way to maintain engagement, commitment and enthusiasm or how to ensure knowledge and resource sharing, especially when competitors are involved. Furthermore, collaborative networks receive funding from grants or subsidies, creating financial uncertainty about its continuity. Raising financing from the private sector is difficult and network orchestrators compete more and more for resources. When networks dissolve or dysfunction (due to a lack of value creation and capture for participants, a lack of financing or a non-functioning business model), the collective value that has been created and accrued over time may be lost. This is problematic given that industrial transformations towards sustainability take many years and durable organizational forms are required to ensure ongoing support for this change. Network orchestration is a new profession. There are no guidelines, handbooks or good practices for how to perform this role, nor is there professional education or a professional association that represents network orchestrators. This is urgently needed as network orchestrators struggle with their role in governing networks so that they create and capture value for participants and ultimately ensure better network performance and survival. This project aims to foster the professionalization of the network orchestrator role by: (a) generating knowledge, developing and testing collaborative network governance models, facilitation tools and collaborative business modeling tools to enable network orchestrators to improve the performance of collaborative networks in terms of collective value creation (network level) and private value capture (network participant level) (b) organizing platform activities for network orchestrators to exchange ideas, best practices and learn from each other, thereby facilitating the formation of a professional identity, standards and community of network orchestrators.
A major challenge in the textile sector is achieving true circularity while preventing fraud, including false sustainability claims and material mislabelling. The complexity of supply chains and outdated certification systems have resulted in a lack of accountability and transparency. This project addresses these issues by developing and implementing Digital Product Passports, integrated with digital trust mechanisms as verifiable credentials, to create a transparent, responsible, and accountable textile supply chain. The project traces the journey of a corporate fashion t-shirt from cotton sourcing in India to production and distribution in the Netherlands, ensuring full transparency and traceability. Its goal is to drive a shift towards a circular economy by fostering collaboration across the supply chain and empowering stakeholders, particularly Tiers 3 and 4 in the Global South. Schijvens Corporate Fashion leads the effort with regenerative cotton sourcing through Raddis®Cotton, utilising Aware™’s technology solution. Adopting a ‘Fibre-Forward’ approach, the consortium ensures traceability by integrating data from raw material sourcing to end-user. This approach benefits all stakeholders, from farmers to garment producers, by providing verifiable information on fibre origins, social conditions, and ecological impacts. By tracking each fibre and collecting direct data, the project removes the opacity that can undermine sustainability claims. The project enhances accountability and sustainability compliance by utilising decentralised technologies for product verification. Integrating digital identity wallets for individuals and organisations, secured with verifiable credentials, enhances trust and accountability, fostering circular economy practices. Rather than seeing DPPs as the end goal, the project views them as catalysts for systemic change. It prioritises continuous improvement, collaboration, and shared benefits, aiming to establish a regenerative circular economy. Through a practical toolkit, the project will help organisations and policymakers navigate DPP adoption, strengthening transparency and creating a scalable, inclusive system for supply chains across the Global South and -North.
The eleven Universities forming the KreativEU consortium agreed to the common goal of establishing a fully European University, that places the creative potential derived from Europe’s cultural heritage at the heart of its teaching, research and knowledge transfer activities. Committing to a long-term institutional, structural and strategic cooperation the partners will jointly implement an ambitious yet inclusive vision for transforming the study of culture, identity, memory and heritage for the benefit of society. Building upon this strong foundation, KreativEU will provide innovative concepts, methods, and solutions to address both current and future challenges, contributing to a sustainable and harmonious future for communities and the environment alike. KreativEU recognizes the inseparable interconnection of tangible and intangible cultural heritage, as well as the interwoven nature of local and national traditions, crafts, cultural practices, and folklore. The alliance is dedicated to formulating cutting-edge educational and research programmes that reevaluate these elements and their associated ecological surroundings, the lived environment, especially in the context of the digital age. This ecocultural vision serves as the foundational principle guiding KreativEU's efforts, ensuring that a new generation of EU citizens working together across cultures, borders, languages, sectors and disciplines will be educated. Students from the KreativEU are expected to be leaders of change and enablers of societal transformation.To reach this vision, the KreativEU Alliance will work towards the completion of 8 work packages (WP1 - Governance and Management; WP2 - KreativEU Education; WP3 - KreativEU Research; WP4 - KreativEU Culture with and for society; WP5 - KreativEU Knowledge-creation and design network on Smart Sustainability WP6 - KreativEU Heritage European campus; WP7 - KreativEU Mobility; WP8 - Communication and Dissemination).Collaborative partners:Instituto Politécnico de Tomar, Escola Superior de Gestão de Tomar, D.A. Tsenov Academy of Economics, Johoceska Univerzita V Ceskych Budejovicich, Universita Degli Studi di Camerino, Universitaet Greifswald, Pilitechnika Opolska, Universitatae Valahia Targoviste, Trnavska Univerzita V Trnave, Sodestorns Hogskola, Adana Alparslan Turkes Bilim VE Teknoloji University
