Education is a main issue in all countries. Policy makers, educators, families, students and, in amore general way, societies expect schools to provide a high quality education. They also expectstudents to be able to achieve and to become active and critical citizens. As senior researchers ineducation, we address some of the most complex and demanding research questions: How doeslearning affect identity? How does participation to educational settings, scenarios and situationsimpact the way we are or became? Can changes in how we perceive our Selves be considered aspart of the learning process?This book attempts to outline some answers to such broad questions using a very robust andupdated theoretical frame: the dialogical approach. In these chapters very well-known internationalauthors from different continents and countries analyze school and educational situationsthrough new lens: by considering the teaching and learning processes as multi-voiced and socially complex and considering identitydevelopment as a true leverage for development.The focus on the dialogical nature of both learning and identities makes this book interesting not only for educators and educationalresearchers but also for anyone interested in human sciences, policy makers, students and their families. We also aimed at producing abook that can be useful for different cultures and educational systems. Thus, in this book there are researches and comments from differentcultural perspectives, making it appealing for a very large target-public.