This paper reports the framework, method and main findings of an analysis of cultural milieus in 4 European countries (Estonia, Greece, Italy, and UK). The analysis is based on a questionnaire applied to a sample built through a two-step procedure of post-hoc random selection from a broader dataset based on an online survey. Responses to the questionnaire were subjected to multidimensional analysis–a combination of Multiple Correspondence Analysis and Cluster Analysis. We identified 5 symbolic universes, that correspond to basic, embodied, affect-laden, generalized worldviews. People in this study see the world as either a) an ordered universe; b) a matter of interpersonal bond; c) a caring society; d) consisting of a niche of belongingness; e) a hostile place (others’ world). These symbolic universes were also interpreted as semiotic capital: they reflect the capacity of a place to foster social and civic development. Moreover, the distribution of the symbolic universes, and therefore social and civic engagement, is demonstrated to be variable across the 4 countries in the analysis. Finally, we develop a retrospective reconstruction of the distribution of symbolic universes as well as the interplay between their current state and past, present and future socio-institutional scenarios.

This article introduces new perspectives to the domain of teacher identity research that help to conceptualize integration of the "personal" and "professional" subsystems of self during processes of learning to teach by students or beginning teachers. Using pedagogical dilemmas, we focus on the dynamics of the professional identity of 26 final-year student teachers in the course of a major pedagogical placement of the studies. We specify how students handle ambivalent situations, and whether they use the professional position, the personal position, or form a coalition between positions to solve the dilemmas. Following, we present seven developmental trajectories of student teachers' professional identity; differences are noted between pedagogically experienced and inexperienced students.

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The paper outlines a cultural–psychological interpretation of the current European societies’ socio-institutional crisis. To this end, preliminarily, the cultural psychological view of social behaviour is outlined, focusing on the idea that socio-political choices depend on how people make sense of their world. Second, the paper provides an interpretation of the current socio-political European scenario of crisis, based on the main results of a recent study that has mapped the cultural dynamics underpinning some European countries. The interpretation focuses on two complementary facets: on the one hand, the lack of symbolic resources (defined: semiotic capital) enabling people to perceive the collective dimension of life as a lived, subjectively relevant fact of experience; on the other hand, the relevance of a cultural form (defined: paranoid belongingness) that channels a trajectory of sensemaking consisting of the affective connotation of otherness in terms of threat and enemy. Third, the paper deepens the interplay between these cultural dynamics and the social, political and economic conditions that may have been triggered by them. In that perspective, the function of semiotic regulation played by the enemization of the other is highlighted. The conclusive part of the work is devoted to discuss implications the analysis suggests for policy makers.

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