Prescribed, taught, lived: one gap, measured

Greenpulse is a proposal to Horizon Europe topic HORIZON-CL2-2026-01-TRANSFO-07, submitted successfully and under evaluation. Everything on this page describes planned work, not a funded project.

1. Step 01 · Calibration · M6–M7

   The M6 calibration workshop fixes the three-register coding frame and the narrative-analytic framework (MS1). The field manual, Circle protocol and dyad protocol (D2.2, WP2) are accepted at M7 (MS2), with a signed access agreement on both sides of each of the 12 Round 1 dyads. This gates all fieldwork.

2. Step 02 · Round 1 · M8–M14

   Round 1 (WP3; task 3.1) opens two meso sites per country in all six fieldwork countries (FR · BE · LV · PL · SE · ME): 12 dyads, 36 Sharing Circles in twelve four-day site-weeks. NECx and HACx run together, with on-site survey dissemination under signed employer agreements; collection is complete at M15 (MS3). The curriculum response interval is measured at all 12 Round 1 dyads. The instrument is built in the statist family (FR, BE, SE) and tested against the post-transition CEE and Baltic regimes (PL, LV) and the accession candidate (ME). The liberal pole enters only through the macro layer – O*NET, and Canada's OaSIS through POLYGON (task 6.4) – a limit the design declares.

3. Step 03 · Extraction gate · M19

   D6.1 (WP6) reports precision, recall and F1 for ESCO tagging on narrative text, on ~300 expert double-annotated segments per pilot language. No machine-tagged material enters the Observatory before this gate (MS4).

4. Step 04 · Return to the policy layer · M24

   The Science-Meets-Politics (SMP) conference is held once, in Brussels at M24 (MS5), built on the Policy-Readable Handout and forward options (PRH; D4.3, IRES, M20; WP4). What can reach the field within the window is the findings, the fact of their submission and the polity's early reactions; the frameworks' considered response largely postdates the fieldwork, which is why the feedback dossiers and the Roadmap are timed after it.

5. Step 05 · Demarcation review · M26

   The demarcation criterion is applied to the Round 1 corpus and the discordant-case register is populated, with its disposition recorded (MS6). No narrative-derived category enters the Observatory before this review.

6. Step 06 · Round 2 · Responsive Collection · M29–M36

   The Responsive Collection (ReCx; WP7, task 7.1) returns to the same skill ecosystems and site dyads and opens a third meso site per country, only after the SMP conference (MS5): six four-day site-weeks and 18 further Circles under the same three moderation conditions, 54 in all (MS9). Each site-week closes, after its three Circles, with a recorded confrontation session: a mixed panel of returning Round 1 participants and newly recruited participants from the same catchment is shown the Round 1 findings, what was carried to the SMP conference and what came back. Response intervals are re-measured at the Round 1 dyads. Round 2 is then treated in WP8 and translated in WP9. The field manual fixes the Round 2 country order in advance, so that pre- and post-feedback observations are distributed by design.

7. Step 07 · Integration and release · M27–M48

   MCS v1 deposited at M27 (D6.3); Observatory v1 released at M32 (D8.1, MS7); xEET replication kit and Academy model at M36 (MS8); Transition Choices Survey deposited at M40; taught layer, Digital–Green Competence Matrix, Roadmap and Competence Equity Monitor at M44 (MS10); final Observatory release as linked open data and final MCS at M46; final deposits at M48 (MS11). The Expo-Action is staged at the Musée des Arts et Métiers in the closing phase of the project.

8. Step 08 · Open science · throughout

   Preprints for all papers, open peer review where venues permit, and pre-registration of the MCS analysis plan and the homogenisation test. The derived narrative layer (pseudonymised transcripts, coded segments, codebooks) and the survey datasets go to CESSDA/EOSC under FAIR principles; raw recordings are never deposited.

Lineage named in the proposal

Background reading · narrative interview methods

Further qualitative methods behind the thinking; they are background reading and are not named in the proposal.

Cited in the proposal (Part B §1.1–1.2)

• Bianchi G., Pisiotis U., Cabrera Giráldez M.; Bacigalupo M., Punie Y. (eds) (2022), GreenComp – The European sustainability competence framework, EUR 30955 EN, Publications Office, JRC128040, DOI 10.2760/13286.

  The framework under test: by design “a non-prescriptive reference”, with no assessable learning outcomes (§1.1.5)

• Cedefop (2026), Beyond skills development: unleashing human potential. First findings from Cedefop's European Training and Learning Survey, Cedefop ref. 129, Publications Office, DOI 10.2801/9704111.

  The European Training and Learning Survey: its learning-participation battery is adopted verbatim in the Meso Competence Survey for benchmarking (§1.2.4)

• Garattini L., Mota J. de M. A. (2026), “The inchoative failure of climate governance: Artificial Immanence and the ontological challenge of the post-COP30 Amazon”, Novos Cadernos NAEA 29(3), 201–230 (quotation p. 219). DOI 10.18542/ncn.v29i3.20529

  A system that refuses feedback-as-information receives feedback-as-catastrophe: why the return of evidence is built into the design (§1.1)

• Garattini L. (2026), “Somatic Politics: Beyond Capacity Building Traps: Lessons from the Gender Reversed Bootcamp in Madagascar”, in Gonfroid A., Bañón R. (eds), Advancing Women’s Political Participation and Empowerment in Africa – Collection of Articles 2, European Network of Political Foundations (ENoP) and Hanns Seidel Foundation, Brussels, June 2026, 32–51, ISBN 978-2-9603925-2-4.

  Source of the Gender Reversed Bootcamp (GRBC) method: statistical translation of documented indicators into experiential constraints (§1.2.1, §1.2.7)

• European Commission (DG EMPL) and USDOL, *The crosswalk between ESCO and O*NET*, technical report, December 2022. O*NET database CC BY 4.0, USDOL/ETA.

  The official ESCO–O*NET crosswalk: 3,008 ESCO occupations mapped to 923 O*NET occupations, with no green or competence concept; carries the O*NET baseline (§1.2.1)

• Morgan M.S. (2017), “Narrative ordering and explanation”, Studies in History and Philosophy of Science 62, 86–97; and Morgan M.S., “Narrative: A General-Purpose Technology for Science”, in Morgan, Hajek and Berry (eds), Narrative Science, Cambridge University Press, 2022, 3–30, DOI 10.1017/9781009004329.002.

  Narrative as an instrument of scientific reasoning, and “too easy coherence is not a virtue”: the basis of the demarcation criterion (§1.2.3)

• Eurofound (2026), European Working Conditions Survey 2024: Overview report, Publications Office, DOI 10.2806/8618665.

  Source of the EWCS-comparable working-conditions items in the Meso Competence Survey (§1.2.4)

• Vona F., Marin G., Consoli D., Popp D. (2018), “Environmental Regulation and Green Skills”, JAERE 5(4), 713–753, DOI 10.1086/698859; and Consoli D., Marin G., Marzucchi A., Vona F. (2016), “Do green jobs differ from non-green jobs in terms of skills and human capital?”, Research Policy 45, 1046–1060, DOI 10.1016/j.respol.2016.02.007.

  The canonical green-skills measures, mirrored in the survey's canon-replication module (§1.1.6, §1.2.4)

• Chen Z., Marin G., Popp D., Vona F. (2020), “Green Stimulus in a Post-pandemic Recovery: the Role of Skills for a Resilient Recovery”, Environmental and Resource Economics 76, 901–911, DOI 10.1007/s10640-020-00464-7.

  The canon's authors on why green-skill requirements cannot yet be computed for Europe (§1.1.6)

• Marin G., Vona F. (2019), “Climate policies and skill-biased employment dynamics: Evidence from EU countries”, Journal of Environmental Economics and Management 98, 102253, DOI 10.1016/j.jeem.2019.102253.

  EU sector-level (NACE) evidence used as a benchmark (§1.1.6, §1.2.4)

• Dierdorff et al. (2009), Greening of the World of Work, National Center for O*NET Development; green designations dropped by 2019, 2022 Green Topics successor retired.

  The archived O*NET green-task designations behind the occupation-level baseline (§1.2.1)

• European Commission (2022), Green Skills and Knowledge Concepts: Labelling the ESCO classification, ESCO, January 2022 – 571 green-labelled concepts.

  ESCO's green concept labels (§1.1.6, §1.2.1)

• European Commission (2025), ESCO dataset v1.2.1, 10 December 2025, and v1.2.0→v1.2.1 change log (green scheme: 629 released concepts; churn +110/−72).

  The version of ESCO pinned locally for all project lookups (§1.2.1, §1.2.8)

• Busemeyer M.R., Carstensen M.B., Kemmerling A., Tosun J. (2025), “Foundations for a green economy: how institutions shape green skills”, npj Climate Action 4:27, DOI 10.1038/s44168-025-00234-5.

  Regime type and the production of green skills, left as “a promising question for future research” (§1.1.6, §1.2.2)

• ESCOX (esco-skill-extractor), Software Impacts 25 (2025), 100772, DOI 10.1016/j.simpa.2025.100772 – SKILLAB GA 101132663.

  The ESCOX extractor, which the project extends from job-market text to narrative corpora (§1.2.4)

• Busemeyer M.R., Trampusch C. (eds) (2012), The Political Economy of Collective Skill Formation, Oxford University Press, Oxford, DOI 10.1093/acprof:oso/9780199599431.001.0001.

  The skill-formation regime typology behind the seven-country design (§1.2.2)

• Kavargyris D.-C., Georgiou K., Angelis L. (2026), “Do we have an agreement? A comparative analysis of the ESCOX skill extraction tool with expert-labeled EU labour market data”, Applied Sciences 16(17), 8388. DOI 10.3390/app16178388

  The authors' benchmark of ESCOX against expert-labelled vacancy data, extended in the validation sub-study (§1.2.4)

• Sandberg J. (2000), “Understanding human competence at work: an interpretative approach”, Academy of Management Journal 43(1), 9–25. DOI 10.2307/1556383

  Competence as a way of understanding work: the ontological register (§1.2.1)

• Sandberg J., Pinnington A.H. (2009), “Professional competence as ways of being: an existential ontological perspective”, Journal of Management Studies 46(7), 1138–1170. DOI 10.1111/j.1467-6486.2009.00845.x

  Competence as a way of being (§1.2.1)

• Dillon S., Craig C. (2022), “Storylistening: how narrative evidence can improve public reasoning about climate change”, WIREs Climate Change 14(2), e812. DOI 10.1002/wcc.812

  Narrative evidence and storylistening, cited for NECx (§1.2.1)

• Delamare Le Deist F., Winterton J. (2005), “What is competence?”, Human Resource Development International 8(1), 27–46. DOI 10.1080/1367886042000338227

  The holistic competence typology the OCTAB registers start from (§1.2.1)

• Winterton J., Delamare Le Deist F., Stringfellow E. (2006), Typology of knowledge, skills and competences: clarification of the concept and prototype, Cedefop ref. 64, Publications Office.

  The Cedefop typology of knowledge, skills and competences (§1.2.1)

• Cheetham G., Chivers G. (1996), “Towards a holistic model of professional competence”, Journal of European Industrial Training 20(5), 20–30. DOI 10.1108/03090599610119692

  The holistic model of professional competence (§1.2.1)

• Illeris K. (2015), “The development of a comprehensive and coherent theory of learning”, European Journal of Education 50(1), 29–40. DOI 10.1111/ejed.12103

  The incentive dimension restored as the affective register (§1.2.1)

• Clot Y., Kostulski K. (2011), “Intervening for transforming: the horizon of action in the clinic of activity”, Theory & Psychology 21(5), 681–696. DOI 10.1177/0959354311419253

  Prescribed task and real activity: the clinique de l'activité developed at CNAM (§1.2.1)

• Dejours C. (2006), “Subjectivity, work, and action”, Critical Horizons 7(1), 45–62. DOI 10.1163/156851606779308161

  The gap between prescribed and real work as the place where competence is formed (§1.2.1)

• Passeron J.-C., Revel J. (eds) (2005), Penser par cas, Éditions de l'EHESS, Paris, DOI 10.4000/books.editionsehess.19901.

  The prescribed/lived gap constructed as a composite object (§1.2.1)

• Cedefop (2026), The impact of learning-outcomes-based curricula on work and practice-based IVET, Cedefop research paper, Publications Office, DOI 10.2801/9049937.

  Intended, achieved and realised learning outcomes: the taught layer the design inserts (§1.2.1)

• Bruner J. (1991), “The narrative construction of reality”, Critical Inquiry 18(1), 1–21, DOI 10.1086/448619.

  Narrativising as an irreducible mode of ordering experience (§1.2.3)

• Czarniawska B. (2004), Narratives in Social Science Research, Sage, London.

  Narrative fitted to social processes rather than to states (§1.2.3)

• Lavallée L.F. (2009), “Practical application of an Indigenous research framework and two qualitative Indigenous research methods”, International Journal of Qualitative Methods 8(1), 21–40. DOI 10.1177/160940690900800103

  The Indigenous research lineage of the Sharing Circle (§1.2.3)

• Hunt S., Young N.L. (2021), “Blending Indigenous sharing circle and Western focus group methodologies for the study of Indigenous children's health”, International Journal of Qualitative Methods 20. DOI 10.1177/16094069211015112

  The adapted focus group substituted where a Circle proves inappropriate (§1.2.3)

• Virkkunen J., Newnham D.S. (2013), The Change Laboratory: a tool for collaborative development of work and education, Sense Publishers, Rotterdam. DOI 10.1007/978-94-6209-326-3

  The Change Laboratory, named with ergology as a European analogue (§1.2.3)

• Hayes A.F., Krippendorff K. (2007), “Answering the call for a standard reliability measure for coding data”, Communication Methods and Measures 1(1), 77–89, DOI 10.1080/19312450709336664.

  Krippendorff's α, with acceptance at α ≥ 0.70 for double-coded material (§1.2.3)

• Tong A., Sainsbury P., Craig J. (2007), “Consolidated criteria for reporting qualitative research (COREQ): a 32-item checklist for interviews and focus groups”, International Journal for Quality in Health Care 19(6), 349–357, DOI 10.1093/intqhc/mzm042.

  The COREQ checklist, which governs reporting of the qualitative strand (§1.2.8)

• European Commission (2026), Horizon Europe Work Programme 2026–2027, 5. Culture, Creativity and Inclusive Society, topic HORIZON-CL2-2026-01-TRANSFO-07 “Fostering competences for the green transition”, pp. 144–147.

  The topic text: HORIZON-CL2-2026-01-TRANSFO-07

Background reading · Narrative science & narrative epistemology

• Morgan, M.S., Hajek, K.M. & Berry, D.J. (eds.) (2022) — Narrative Science: Reasoning, Representing and Knowing since 1800. Cambridge UP

  The ERC programme (AdG 694732, LSE 2016–2021) and its capstone — the calibrated narratology core of the apparatus

• Morgan, M.S. (2022) — 'Narrative: A General-Purpose Technology for Science', ch. 1

  Narrative as a general-purpose technology for science: colligation, configuring, and the demarcation between an explanatory narrative and a merely coherent story

• Morgan, M.S. (2017) — 'Narrative Ordering and Explanation', Studies in History & Philosophy of Science 62: 86–97

  Narrative ordering · juxtaposing · the puzzle/switch element

• Morgan, M.S. (2026) — 'Travelling Tales?', LSE Public Policy Review 4(1):7

  Insider vs outsider narratives · tellability · particular-yet-generic — the travel-of-competence argument

• Hajek, K.M. (2022) — 'What is narrative in narrative science?', ch. 2 (+ wp002, psychological case writing)

  Narrative-identification protocol · story vs discourse

• Berry, D.J. (2022 / wp001) — Narrative positioning, ch. 16

  Chronicle → genealogy → narrative · field-positioning, applied to policy-discourse analysis

• Paskins, M. (2022 / wp004) — Breakdown narratives

  Case-typology for failure/disruption — fits transition-disruption documentation

• Crasnow, S. (2017 / 2022, ch. 11) — Process tracing & causal-claim defence

  Translates narrative inference into the language reviewers expect

• Wise, M.N. (2017 / 2022 / wp003) — 'Cat's cradle' diagrams; narrative form of simulations

  Relational visualisation for opaque causal mechanisms

• Jajdelska, E. (2022, ch. 18) — Narrative performativity & conceptual remodelling

  Causation built at narration · reconceptualization (Churchland/Boden) · affect in narrative

• Bonnin, T. (wp005) — Eukaryote-origin narratives

  Narrative-Science working paper · evidence-binding in deep-time science

• Dillon, S., Craig, C. & Tasker, A. (2026) — 'From Storytelling … to Storylistening and Narrative Evidence', LSE PPR 4(1):5

  Storylistening · the four cognitive functions of narrative evidence

• Anthology I — Case Book of Narrative Science (2019), eds. Paskins & Morgan, LSE

  Worked narrative-science cases

Background reading · Individuation, relation, dialogue

• Simondon, G. — L'individuation à la lumière des notions de forme et d'information (ILFI, 1958 / Millon 2005)

  Individuation · transduction · disparation · metastability — competence as operation, not structure

• Simondon, G. — L'individuation psychique et collective (IPC, Aubier 1989 / 2007)

  The transindividual — why competence forms between people; emotion as the germ of the collective

• Simondon, G. — Du mode d'existence des objets techniques (MEOT, Aubier 1958 / 2012)

  Analogy as identity of operations vs resemblance as identity of structures · the allagmatic

• Simondon, G. — Communication et information (Les éditions de la Transparence, 2010)

  Information as the formula of individuation · the communicational being of machines

• Jacques, F. — Dialogiques: recherches logiques sur le dialogue (PUF, 1979)

  Interlocution · co-reference · the person constituted in address — the relational stake of the circle

• Ricoeur, P. — La métaphore vive (Seuil, 1975) · Temps et récit (1983–85) · Soi-même comme un autre (1990)

  Live metaphor as semantic innovation · emplotment · narrative identity — meaning made anew, the self constituted in the telling

• Leonelli, S. — Philosophy of data-centric science; 'data journeys'

  How data travels and is re-used across contexts without losing provenance: background for the provenance chain from narrative segment to ESCO to survey

Background reading · EU competence frameworks & VET

• Council of the EU (2018) — Recommendation of 22 May 2018 on key competences for lifelong learning (2018/C 189/01)

  The foundational competence ontology: knowledge, skills and attitudes

• GreenComp — The European sustainability competence framework (JRC, KJNA30955) + GreenComp in Practice (EC, 2024)

  12 sustainability competences · the relational/values competences taxonomies name but cannot measure

• DigComp 3.0 (JRC144121, 2025) + DigComp 2.0 (JRC101254) + DigComp at Work + Mapping DigComp to ESCO

  21 digital competences · the published competence→ESCO crosswalk template (Zenodo 10674444)

• EntreComp (JRC, EUR27939) + EntreComp at Work + EntreComp Playbook

  Competence as value-creating action · the LoopMe quant↔qual loop · the Spider diagram

• LifeComp (JRC120911) + LifeComp into Action

  Personal · social · learning-to-learn competences · 'collaboration is impossible outside group work' — the nearest cousin to NECx

• ESCO — European Skills, Competences, Qualifications and Occupations classification (EC)

  The European classification that coded segments are tagged to through ESCOX

• 'Competences at once' — scaffold deck-of-cards technique (JRC)

  Vygotskian unbundle/re-bundle · the 'Good with' cross-reference

• Cinque, V., Carretero, S. & Napierala, J. (2021) — Non-cognitive skills and other related concepts (JRC working paper)

  Conceptual map of soft/socio-emotional/non-cognitive skills · the admitted measurement/identification failure

Background reading · EU skills evidence & labour-market data

• Cedefop (2023) — Skills in transition: the way to 2035

  Energy among the sectors most reshaped by Green-Deal skills demand

• Cedefop — Second European Skills and Jobs Survey (ESJS2, 2021/2023)

  Cedefop's worker survey on skill use and mismatch: background to the mismatch vocabulary. The Meso Competence Survey itself is benchmarked on the ETLS learning-participation battery and on EWCS working-conditions items

• Pouliakas, K. & Santangelo, G. (eds.) (2026) — Human-centred digital transitions and skill mismatches (Cedefop WP 28)

  ESJS-based · skill underutilisation & overqualification — the 'overskill' construct

• Eurostat — Adult Education Survey 2022 (participation)

  39.5% of adults 25–64 trained over 12 months excluding guided on-the-job training — the measure that monitors the 60%-by-2030 target (46.6% counting it in)

• Eurostat — Labour Force Survey, adult learning (2025)

  13.7% of adults 25–64 in training in the last 4 weeks — the monthly snapshot, not the target indicator

• Eurostat — Adult Education Survey 2022 (reasons for non-participation)

  42.4% neither trained nor wanted to; 75.9% of them cite no perceived need — the meso-level symptom of the register gap

• Flash Eurobarometer 529 — skills shortages in SMEs (2023)

  95% of SMEs value having workers with the right skills (82% very / 13% moderately) — the belief side of the participation paradox

• Baltina, L. & Hogarth, T. (eds.) (2024) — Re-thinking Europe's Skill Needs (Quaderno 67, Fondazione G. Brodolini)

  Post-European-Year-of-Skills reflections · PES profiling · LLL participation

• JRC (2022) — Towards a green & digital future: key requirements for the twin transitions

  Background EU-policy reading for the Digital–Green Competence Matrix (DG-CoM, KER5), which crosses GreenComp and the ESCO green subset with DigComp 3.0

• SkillsPULSE D2.1 & D2.2 (2025) · OSKA (Estonia) · UK Unit for Future Skills

  Shortage / internal-gap / over-skilling vocabulary (SkillsPULSE) · sectoral-foresight comparators

Background reading · Energy-sector narrative evidence

• Moezzi, M., Janda, K.B. & Rotmann, S. (2017) — Stories, narratives, and storytelling in energy & climate research, Energy Research & Social Science 31

  Methodological flagship for energy-sector narrative evidence

• Towers, S., Kajitani, Y., Chabay, I. & Okada, N. (2022) — Narratives, energy policy and disasters (Hokkaido + Texas grid failures)

  Direct energy-disruption case methodology

• Koch, L., Gorris, P. & Pahl-Wostl, C. (2021) — Narratives, narrations and social structure in environmental governance, Global Environmental Change 69

  Bridges narrative evidence to policy translation

• Helgeson, J., Glynn, P. & Chabay, I. (2022) — Narratives of sustainability in digital media (DONS observatory), Futures 142

  A narrative observatory built on digital media

• Lynall, G. (2022) — Imagining Solar Energy; solar-narrative case studies (Cambridge Companion to Literature & Climate)

  Direct energy-sector precedent for narrative-evidence on green transitions

• Sleigh, C. (2022) — Carbon-economy decline narratives

  Precedent on energy-decline and just-transition cases

• Narratives of Low-Carbon Transitions (edited volume)

  Socio-technical transition narratives — context for the anchor regions

Background reading · AI mediation, LLMs & the digital workplace

• Besley, T., Brzezinski, A. & Fazzio, J. (2026) — Economic Policy Narratives: A Taxonomy and Application, LSE PPR 4(1):4

  LLM stance classification of 360k speeches: a precedent for the human-verified, machine-assisted coding Greenpulse declares (ESCOX tagging; the DG-CoM assistant)

• Suchman, L. (2007) — Human-Machine Reconfigurations, Cambridge UP

  Situated-action framework for worker-machine interaction

• Brynjolfsson, E., Li, D. & Raymond, L. (2023) — Generative AI at Work, NBER WP 31161

  Empirical LLM-in-workplace productivity effects

• Crawford, K. (2021) — Atlas of AI, Yale UP

  Energy + labour + extractive geography of AI — the green-digital tensions

• Bender, E.M., Gebru, T. et al. (2021) — On the Dangers of Stochastic Parrots, FAccT

  Whose-narratives-get-encoded critique

• Strubell, E., Ganesh, A. & McCallum, A. (2019) — Energy and Policy Considerations for Deep Learning in NLP, ACL

  AI's own energy footprint

Background reading · Qualitative, narrative & power-reflexive methodology

• Okoko, J.M., Tunison, S. & Walker, K.D. (eds.) (2023) — Varieties of Qualitative Research Methods, Springer

  75-method single volume, including the Indigenous-methods cluster

• Donald, D.T. (2012) — Indigenous Métissage: a decolonizing research sensibility, Int. J. Qualitative Studies in Education 25(5)

  Fort · pentimento · braiding — surfacing power asymmetry between dominant and respondent representations

• Tuhiwai Smith, L. (1999) — Decolonizing Methodologies, Zed Books

  Foundational reflexive-methodology source on research power relations

• Ermine, W. (2007) — The ethical space of engagement, Indigenous Law Journal 6(1)

  The ethical space of engagement between research and community

• Donald, D. (2009) — Forms of life and forms of identity: Indigenous Métissage

  The braided-account markers: conjoint identities, artifacts, places, metaphorical thinking

• Glissant, É. (1989) — Caribbean Discourse / Poétique de la Relation

  Creolisation & relation — the créole lineage behind Indigenous Métissage's hybridity

• Zuss, M. (1997) — Strategies of representation: autobiographical métissage

  The 'braided' nature of autobiographical accounts in the métissage protocol

• Mead, M. (1928) — Coming of Age in Samoa

  A classic reference point for the observer effect that the moderation-withdrawal design measures

• Wengraf, T. (2001) — Qualitative Research Interviewing (BNIM), Sage

  Biographic Narrative Interpretive Method — agency × societal structure in life-moment narratives

• Cooperrider, D.L. & Srivastva, S. (1987) — Appreciative Inquiry in Organizational Life

  The four markers (what is / might be / should be / can be), re-tuned from collective to dialogical

• Clandinin, D.J. & Connelly, F.M. (2000) — Narrative Inquiry, Jossey-Bass

  Experience told and retold over time

Background reading · EU place-based doctrine & the instrumentation gap

• Bianchi, G. (ed.) (2024) — Innovation for place-based transformations: ACTIONbook, practices and tools. Publications Office of the EU, EUR 31813 EN, JRC135826, doi:10.2760/234679

  Four volumes (+ FR translation) from the Partnerships for Regional Innovation pilot — the Commission's own doctrine on territorial transformation. Method stated in two sentences; no sampling frame, no consent procedure, no limitations section; ‘place-based’ 225 times, ‘meso’ not once

• Bianchi, G. (ed.) (2024) — Collection of practices, EUR 31814 EN, doi:10.2760/17335

  32 practices contributed by the territories themselves (‘we are extremely thankful to the territories, the people, who provided their stories’), ranked on a three-level intensity scale the report never defines; one effect figure in the whole volume, self-reported and unsourced

• Pontikakis, D. et al.; Bianchi, G. (ed.) (2024) — Tools for ACTION, EUR 31816 EN, doi:10.2760/404250

  74 tools: 28 produce their result by deliberation among participants already convened; four collect new primary data — on noise and odour, digital competence in schools, industrial installations, and products in regulatory sandboxes. None observes a work practice or records a worker’s account of their occupation

• Bianchi, G., Testa, F., Boiral, O. & Iraldo, F. (2022) — Organizational Learning for Environmental Sustainability, Organization & Environment 35(1): 103–129, doi:10.1177/1086026621998744

  The academic counterpart to the doctrine, by the same lead author: the ‘interpreting’ phase as the moment of collective sense-making — what a Sharing Circle institutes — and a stated call for narrative research on organisational stories

• Bianchi, G. & Testa, F. (2022) — How can SMEs effectively embed environmental sustainability?, Business Ethics, the Environment & Responsibility 31(3): 634–648, doi:10.1111/beer.12432

  Longitudinal four-wave design across a European project cycle; cognitive frames shown to change rather than to be traits. Assumes a shared organisational frame while interviewing one informant per firm — the dispersion a Circle can measure

• Cappellano, F., Matti, C. & Vidmar, M. (2026) — Building anticipatory capacity for transformative resilience, Technology in Society 88: 103453, doi:10.1016/j.techsoc.2026.103453

  Helsinki-Uusimaa, Scotland and the Basque Country compared on six interviews; three analytical pillars derived through ‘community-of-practice-based validation’ at practitioner workshops rather than systematic review

• Georgakaki, A. & Piela, K.; Black, C. (ed.) (2026) — Building Resilient and Robust Clean Energy Supply Chains, EUR 40805, JRC147825, doi:10.2760/5640390

  EC-JRC × IEA-EGRD workshop proceedings on Europe’s energy-security agenda: the measurement programme is customs codes, certificates, satellite imagery and ownership structures — the workforce that will run the relocated capacity has no gauge

• Bianchi, G., Pisiotis, U. & Cabrera Giraldez, M. (2022) — GreenComp, JRC128040

  Cross-listed here: one author links the competence framework, the territorial doctrine and a published body of organisational fieldwork. The gap is a property of how policy frameworks are produced, not of the people who write them