Book chapters

Book chapters2019-11-15T23:52:31+00:00
  • Díez-Palomar, J., & LópezLeiva, C. A. (2018). Rethinking the Teaching and Learning of Latina/Latino Students to Promote a Multicultural Mathematics Education. En AAVV (2018). Multicultural Curriculum Transformation in Science, Technology, Engineering, and Mathematics (39-66). Rowman & Littlefield: New York.

  • Villarejo, B., Pulido, C., Ramis, M. (2018). Emergence of Positive Communication and its Social Impact in Velázquez, J. A. M., & Pulido, C. M. (Eds.): The Routledge Handbook of Positive Communication: Contributions of an Emerging Community of Research on Communication for Happiness and Social Change. Routledge.

  • De Botton, L., Flecha, R., García-Carrión, R., & Molina, S. (2016). Pathways for inclusion beyond the school walls: a transformative case of using inclusive education to enhance social inclusion in Spain. En J. Deppeler & D. Zay (Eds.), Inclusion through Shared Education (pp. 39-62). Blue Mounds, WI: Deep University Press.

  • Valls, R., Rios, O., Serrano, M.A. (2016) Learning and active citizenship en Simona Sava, Petr Novotny, Researches in Adult Learning and Education: The European Dimension, Vol. 6. pp. 103-122. Editorial Firenze University Press.

  • García, R., Girbés, S., & Gómez, G. (2015). Promoting Children’s Academic Performance and Social Inclusion in Marginalised Settings: Family and Community Participation in Interactive Groups and Dialogic Literary Gatherings. In L.D. Hill.; F. J. Levine. World Education Research Yearbook 2015 (pp. 36-63). New York: Routledge.

  • Rios Donsion, C., Gimeno Monteverde, C., Molina Roldán, S., & Rodríguez Navarro, H. (2015). Escuela y sociedad inclusiva. En H. Arribas Cubero & D. Fernández Atienzar (Eds.), Deporte adaptado y escuela inclusiva (pp. 11-26). Barcelona: Graó.

  • Valls, R., Padrós, M. (2015) La Participación de las familias en los centros educativos: resultados del proyecto includ-ed en José Luis Parejo y José María Pinto (coords). La orientación y la tutoría escolar con familias. pp. 61-72. Editorial de la Universitat Oberta de Catalunya (UOC)

  • Racionero, S., & Valls, R. (2008). Communicative approach to teaching and learning. In J. L. Kincheloe & R. A. Horn (Eds.), The praeger handbook of education and psychology, Vol. 3 (Vol. Westport, pp. 548–557). Greenwood Publishing Group.

  • Aubert, A., & Soler, M. (2008). Dialogism: The dialogic turn in the social sciencies. In J. L. Kincheloe & R. A. Horn (Eds.), The Praeger handbook of education and psychology, Vol. 3. (pp. 521–529). Greenwood Publishing Group.

  • Racionero, S., & Valls, R. (2007). Dialogic Learning: A communicative approach to teaching an learning. In J. Kincheloe & R. Horn (Eds.), The praeger handbook of education and psychology. Vol. 3 (pp. 548–557). Wesport, Connecticut: Greenwood Publishers.

  • Gómez, J., Padrós, M., García, R., & Aubert, A. (2006). Learning Communities: A whole Community Learning Together. In U. B.-. CREA & U. Minho (Eds.), Responses to challenges of youth training in the knowledge society. Case studies of promising practice. Barcelona: Universitat de Barcelona – Centre Especial de Recerca en Teories i Pràctiques Superadores de desigualtats.

  • Flecha, R. (2006). La participación de las familias en las Comunidades de Aprendizaje. In A. García Abaladejo & C. Sánchez Liarte (Eds.), Participación de las familias en la vida escolar: Acciones y estrategias (pp. 59–67). Ministerio de Educación y Ciencia.

  • Flecha, R., de Botton, L., Santa Cruz, I., & Vargas, J. (2006). Equality of differences versus potmoderm racism. In D. Macedo & G. Panayota (Eds.), The globalization of racism (pp. 226–240). Boulder, CO: Paradigm Publishers.

  • Padrós, M., & Ruiz, L. (2006). Developing learning through dialogue – Learning Centres in Spain. In R. Stang, C. Hesse, & A. Clarck (Eds.), Learning Centres in Europe. Leicester: National Institute for Adult Continuing Education (NIACE).

  • Flecha, R. (2004). Investigar desde la igualdad de diferencias. In A. Touraine, M. Wieviorka, & R. Flecha (Eds.), Conocimiento e identidad. Voces de grupos culturales en la investigación social (pp. 34–49). Barcelona: El Roure.

  • Gómez, J., & Flecha, R. (2004). Participatory Paradigms: Researching “with”rather than “on.” In B. Crossan, J. Gallacher, & M. Osborne (Eds.), Researching Widening Access: Issues and approaches in an international context (pp. 129–140). London: Routledge.

  • Puigvert, L., & Ruiz, L. (2004). Teoria feminista do Século XXI: as vozes das outras mulheres. In L. Lima (Ed.), Educaçao de Adultos. Forum III (pp. 203–214). Braga: Universidades do Minho.

  • Soler, M. (2004). Reading to Share: Accounting for others in dialogic literary gatherings. In M.-C. Bertau (Ed.), Aspects of the Dialogic Self. International Cultural-Historical Human  Sciences (pp. 157–183).

  • Aubert, A., Carretero, S., Díez, J., Duque, E., Gómez, J., González, S., & Tellado, I. (2004). Interpersonal competences. In: Sava , S. & Marian, A. Resource Package on Counseling in Adult Education. Timisoara: Mirton. Pp 52-66, 214-234. Timisoara: Mirton. Pp.

  • Soler, M. (2003). Lectura dialógica. La comunidad como entorno alfabetizador 
    [Dialogic Reading. The community as literacy environment]. In A. Teberosky & M. Soler (Eds.), Contextos de alfabetización inicial [Early Literacy Contexts]. Barcelona: ICE/Horsori.