Articles (other databases)

2020

León-Jiménez, S. (2020). “This gives you life” The impact of friendship on health and well-being in old age: the case of the La Verneda learning community. Research on Aging and Social Policy, 8 (2), 191-215. http://dx.doi.org/10. 17583 / rasp 2020.5538
Valls-Carol, R., Toledo, A. and Gómez-Cuevas, S. (2020). The benefits of participating in virtual adult learning spaces that overcome isolation during COVID-19 . Malta Review of Educational Research, 14 (2), 301-326. http://www.mreronline.org/wp-content/uploads/2020/12/8-Valls-Carol-Toledo-del-Cerro-and-Gomez-Cuevas_Virtual-Learning-Spaces-MRER.pdf
Villarejo-Carballido, B., García Yeste, C., Ramis, M., and Ruiz-Eugenio, L. (2020). “We are achieving this… Eliminating the violence and making us all Friends”. The power of friendships to generate peaceful coexistence in Sant Roc (Badalona). International Journal of Roma Studies, 2(1), 64-87. doi: 10.17583/ijrs.2020.5227 .

2019

Amador-López, J. (2019). Who said submissive? Pentecontalism and gypsy women fighting against gender violence? International Journal of Romani Studies, 1 (1), 35-57. : http://dx.doi.org/10.17583/ijrs.2019.3786

2018

García, C., Gairal, R., Gómez, A. (2018). I learn so that you learn more: contributing to the improvement of the educational system through the formation of family members in Learning Communities. Interuniversity Journal of Teacher Training, 93 (32.3), 47-60. Retrieved from: https://www.aufop.com/aufop/uploaded_files/articulos/1543613288.pdf#page=48
Joanpere, M. and Morlà, T. (2018). Creative leadership of new realities. Cooperative responses to housing challenges. International Review of Organizations, 21 , 127-147. doi: 10.17345 / rio21.127-147
Oro, B. and Diez-Palomar, J. (2018). Learning digital skills in vulnerable groups through Interactive Groups. Research on Aging and Social Policy, 6 (1), 53-81. doi: 10.17583 / rasp.2018.3120
Valls, R. (2018). Education, family and social mobility. Its influence on inequalities and poverty. Union Gazette: reflection and debate , 31. 135-150

2017

Díez-Palomar, J. (2017). Dialogical Mathematics: ‘I am from math’. Modeling in Science Education and Learning, 10 (1), 289-308. doi: 10.4995 / msel.2017.6697
Flecha, R. and Ramis, M. (2017). Collaboration between European research centers: The example of IMPACT-EV. Multidisciplinary Meetings. Obtained from: http://www.encuentros-multidisciplinares.org/revista-55/ramon-flecha_mimar-ramis.pdf
García, C .; Gairal, R. and Rios, O. (2017). Empowerment and Social Inclusion of Immigrant Women through Dialogical Literary Gatherings. International Journal of Education for Social Justice (RIEJS), 6 (2), 97-111. doi: 10.15366 / riejs2017.6.2.006
García, C., Padrós, M., Mondéjar, E. and Villarejo, B. (2017). The other women in dialogical literary gatherings. Research on aging and social policy, 5 (2), 181 – 202. doi: 10.4471 / rasp.2017.2660

2016

Amador-López, J. and Girbés-Peco, S. (2016). Formation and decisive participation of families in educational centers. Overcoming the barriers that hinder the involvement of the community in the school. Parents and Teachers [Parent and Teacher Magazine, (367) , 27-31. doi: 10.14422 / pym.i367.y2016.005
Burgués, A., Condom, JL, Rodríguez, JA; Valls, R. (2016). Interreligious Dialogue as a Tool to Defuse Racist Prejudice . Scientific Journal of Intercultural Studies, 2 (1), 86-111. doi: 10.17583 / recei.2016.1900
Carbonell, S., Cantero, N., Navarro, M., Melgar, P. (2016). Community Model of Coexistence in Primary Education. Psychological information, 111 , 91-102. doi: 10.14635 / IPSIC.2016.111.5
García Carrión, R., Molina Roldán, S., Grande López, LA and Buslón Valdez, N. (2016). Analysis of the interactions between students and various adults in successful educational actions: towards the inclusion of all. Latin American Journal of Inclusive Education, 10 (1), 115-132. doi: 10.4067 / S0718-73782016000100007
Santos, T., Macías-Aranda, F., Amador, J., Cortés, D. (2016). Samudaripen, Genocide Gita no: Will we repeat history? . Sci cien- Revista el Intercultur AL Estudios, 2 (1), 2-29 . http: //dx.doi.org/10.17583/recei. 2016.1897
Valls, R., Buslón, N., López, I. (2016). Interactive groups: interactions that experienced learning and solidarity. Parents and Teachers Magazine, 367 . 17-21. doi: 10.14422 / pym.i367.y2016.003
Vidu, A. and Schubert, T. (2016). Student campaigns against sexual violence. Global Dialogue, 6-3. United States: International Sociological Association (ISA). Retrieved from: http://globaldialogue.isa-sociology.org/student-campaigns-against-sexual-violence

2015

De Botton, L., Flecha, R., García-Carrión, R., y Molina, S. (2015). Towards inclusion beyond school walls: A case of inclusive education contributing to social inclusion in Spain. Research & education, 14 , 35-48. Obtenido from: https://journals.openedition.org/rechercheseducations/2354
Flecha, R. and Molina, S. (2015). Successful educational actions as the basis for an evidence-based educational policy. Advances in educational supervision: Magazine of the Association of Education Inspectors of Spain, 23 , 1-18. https://avances.adide.org/index.php/ase/article/view/23/24
Schubert, T., Valls-Carol, R. (2015). Content analysis of adolescents’ online interactions, language of desire or ethics? . Communication and social change, 3 (1), 77-99. doi: 10.17583 / csc.2015.1788

2014

García, L. and Ríos, O. (2014). Family participation and education at school: Successful educational actions. Studies on Adult Education , 46 (2), 177-191. Retrieved from: http://www.ingentaconnect.com/content/niace/stea/2014/00000046/00000002/art00005
Oliver, E. and Santos, T. (2014). Preventive socialization in the face of Cyberbullying. Communication and social change . doi: 10.17583 / csc.2014.1309
Padrós, M. and Flecha, R. (2014). Towards a conceptualization of dialogical leadership. International Journal of Educational Leadership and Management , 2 (2), 207–266. doi: 10.4471 / ijelm.2014.17

2013

Aiello, E., Mondejar, E. and Pulido, MA (2013). Communicative methodology of investigation and recognition of the gypsy people. International Journal of Qualitative Research , 6 (2), 254–265. doi: 10.1525 / irqr.2013.6.2.254
Díez-Palomar, J., Santos-Pitanga, T., and Álvarez- Cifuentes, P. (2013). Escuela La Paz: from a ghetto to a magnet school. International Journal of Qualitative Research , 6 (2), 198–209. doi: 10.1525 / irqr.2013.6.2.198
Duque, E., Vidu, A. and Schubert, T. (2013). The fight: violence against women in Spanish universities. International Journal of Qualitative Research , 6 (2), 277–288. doi: 10.1525 / irqr.2013.6.2.277
Flecha, A. (2013). Healthier lives for European minority groups: school and healthcare, lessons from the Roma. International Journal of Environmental Research and Public Health , 10 (8), 3089–3111. doi: 10.3390 / ijerph10083089
García Carrión, R. and Macías-Aranda, F. (2013). Gest ionar schools c on the participation of the commu nity. Educational Organization and Management , (5), 22-25. ISNN: 1134-0312
Gómez, A., Elboj, C. and Capllonch, M. (2013). Beyond action research. The communicative methodology of the investigation. International Journal of Qualitative Research , 6 (2), 183–197. doi: 10.1525 / irqr.2013.6.2.183
Petreñas, C., Puigdellívol, I. and Campdepadrós, R. (2013). From educational segregation to transformative inclusion. International Journal of Qualitative Research , 6 (2), 210–225. doi: 10.1525 / irqr.2013.6.2.210
Ramis, M., Alonso, MJ and Siles, G. (2013). Communicative Research Methodology in Preventive Socialization of Gender Violence. International Journal of Qualitative Research , 6 (2), 266–276. doi: 10.1525 / irqr.2013.6.2.266
Ríos, O., Herrero, C. and Rodríguez, H. (2013). Of access to education. The revolutionary transformation of schools as learning communities. International Journal of Qualitative Research , 6 (2), 239-253. doi: 10.1525 / irqr.2013.6.2.239
Rodríguez, F., Rué, L. and López, L. (2013). To situate the communicative methodology of research in the context of public science. International Journal of Qualitative Research , 6 (2), 307–322. doi: 10.1525 / irqr.2013.6.2.307
Sánchez, M., Yuste, M., de Botton, L. and Kostic, R. (2013). Communicative research methodology with minority groups: the gypsy women’s movement. International Journal of Qualitative Research , 6 (2), 226–238. doi: 10.1525 / irqr.2013.6.2.226
Sordé, T., Serradell, O., Puigvert, L., Munté, A., Sorde, T., Serradell, O.,… Munte, a. (2013). Solidarity networks that challenge racialized discourses: the case of Roma immigrant women in Spain. European Journal of Women’s Studies , 4 (20), 87-102. doi: 10.1177 / 1350506813510425
Tellado, I., Serrano, MA and Portell, D. (2013). The dreams come true of a neighborhood. International Journal of Qualitative Research , 6 (2), 289-306. doi: 10.1525 / irqr.2013.6.2.289

2012

Arriaga, M., Gómez, A. and Elboj, C. (2012). Possibilities for the gypsy community in the labor market of the Spanish state. Lan Harremanak. Journal of Labor Relations: Cultural Minorities and New Technologies , 65–79.
Casabona, N. and Tellado, I. (2012). Gender Violence and Community Conflict Resolution in Educational Centers. Genres , 1 (3), 300–319.
Flecha, A. (2012). Education and Prevention of Gender Violence in minors. Genres , 1 (2), 188–211.
García-Carrión, R. (2012). Outside the ghetto: psychological bases of dialogical learning. International Journal of Educational Psychology (IJEP) , 1 (1), 51–69. Doi: 10.4471 / ijep.2012.04
Gatt, S. and Sordé, T. (2012). ICTs alone are not enough, the whole town is needed. A community and dialogic approach to technology in schools. International Journal of Educational Psychology , 1 (2), 153-174.
Gómez, A. and Sordé, T. (2012). A critical communicative perspective on community research: reflections on work experiences with gypsies in Spain. In L. Goodson and J. Phillimore (Eds.), Community research for participation: from theory to method (pp. 21–36). Bristol: Polity Press.
Lastikka, A. and García-Carrión, R. (2012). Family participation in the curriculum and assessment. In C. de Pedagogía (Ed.), Keys to achieving educational success (pp. 61-63). Madrid.
Padrós, M. and Zepa, B. (2012). Successful actions in language learning: approaches from research. Education and Pedagogy Magazine .
Puigvert, L., Christou, M. and Holford, J. (2012). Critical Communicative Methodology: include vulnerable voices in research through dialogue. Cambridge Journal of Education .
Puigvert, L. and Muños, B. (2012). Gender studies. Barriers and Contributions to the International Theoretical Debate from the Voices of Other Women. Genres , 1 (1), 427.
Racionero, S. and Brown, M. (2012). Reading in more spaces and with more people. Cuadernos de Pedagogía , (429), 37–39.
Soler, M. and Petreñas, C. (2012). Dialogues between older people and science. The Journal of Deliberative Mechanisms in Science-DEMESCI , 1 (1), 51–76.

2011

Aubert, A. and López, C. (2011). Demographic dimensions of overcoming social exclusion. Education and Pedagogy Magazine , (56), 79–89.
Christou, M. and Puigvert, L. (2011). The role of other women in current educational transformations. International Studies in the Sociology of Education , 21 (1), 77–90.
Flecha, R. and Santa Cruz, I. (2011). Cooperation for economic success: the Mondragón case. Analyze and Kritik , 1 .
Flecha, R. (2011). Vilanova. The fall of Spanish university feudalism. Journal of the Association for the Sociology of Education (RASE) , 4 (2), 115-132.
Girbés, S. (2011). Interactive groups: towards the success of all. Work tools for teachers. School Newspaper , (1).
Martínez, B. and Niemelä, R. (2011). Forms of involvement of families and the community towards educational success. Education and Pedagogy Magazine , 22 (56), 69–77.
Padrós, M., Duque, E. and Molina, S. (2011). Contributions of European research included for the reduction of early school leaving. Advances in Educational Supervision: Magazine of the Association of Education Inspectors of Spain , (14), 7.
Vrečer, N., Javrh, P. and Capllonch, M. (2011). Impact of educational exclusion in social settings. Education and Pedagogy Magazine , 22 (56), 45–55.

2010

Aguilar, C., Alonso, J., Padrós, M. and Pulido, M. (2010). Dialogic reading and transformation in learning communities. Interuniversity Journal of Teacher Training , 67 (24 (1)), 31–44.
Aguilera, A., Mendoza, M., Racionero, S. and Soler, M. (2010). The role of the university in Learning Communities. Interuniversity Journal of Teacher Training , 67 (24.1), 45–56.
Alonso, MJ, Beloki, N. and Gómez, A. (2010). Socialization to prevent gender violence in the Basque Country. In A. Unceta & C. Medrano (Eds.), Equality, equity and diversity: educational solutions in the Basque Country . Reno: Center for Basque Studies (University of Nevada).
Campani, G. and Serradell, O. (2010). Cultural groups: migrants and cultural minorities in education. Education and Pedagogy Magazine , 22 (56), 57–66.
Diez, J., Rué, L., Gracía, P. and Brown, M. (2010). Mathematics and interactive groups: teaching and learning from the point of view of interactions. Education Time , (38), 135-151.
Flecha, A. and Puigvert, L. (2010). Contributions to social theory from dialogical feminism: giving voice to all women. In DE Chapman (Ed.), Examining Social Theory (pp. 161-175). New York: Peter Lang.
García, C., Tellado, I. and Chiappelli, T. (2010). Overview of the discussion on the exclusion areas of the INCLUD-ED project. Education Times , 38 , 185–202.
Gómez, A. and Holford, J. (2010). Contributions to educational success from the communicative methodology. Education and Pedagogy Magazine , (56), 21–29.
Gómez, A., Racionero, S. and Sordé, T. (2010). Ten years of critical communication methodology. International Journal of Qualitative Research , 3 (1), 17–43.
Kesane, I. and Ruiz L. (2010). Contributions from the international scientific community on learning to read and overcoming school failure. Education Times , 38 , 115-134.
Latorre, MA, Gómez, A. and Engel, L. (2010). Critical communicative methodology, transformation and social inclusion. Temps d’Educació , (38), 153–165.
Melgar, P. and Rammel, S. (2010). Gender dimension analysis in the framework of the INCLUD-ED project to develop inclusive educational practices. Education Times , (38), 167–183.
Molina, S. and Holland, C. (2010). Special education and inclusion: contributions from research. Education and Pedagogy Magazine , (56), 31–43.
Mulcahy, C. and Valls, R. (2010). INCLUD-ED integrated project: social cohesion and political impact in Europe. Education Time , (38), 91–94.
Puigdellívol, I. and Krastina, L. (2010). Inclusion and segregation in school: inclusive and exclusive practices with vulnerable students. Education Times , 38 , 95-113.
Racionero, S. (2010). Egalitarian dialogue and instrumental dimension. Two principles of dialogic learning in the classroom. Psychology, Society and Education , 2 (1), 61–70.
Valls, R. and Mulcahy, C. (2010). Integrated project ‘INCLUD-ED: social cohesion and political impact in Europe’. Presentation. Education Time, 2010, Num. 38, p. 91-94 , 38 , 91-94.

2009

Aubert, A. and Flecha, A. (2009). Dialogic inclusion contract: how to get out of the ghetto. Psychology, Society and Education , 1 (1), 61–70.
De Botton, L., Flecha, A. and Puigvert, L. (2009). School success does not depend on the proportion of immigrants but on the implementation of successful actions. Journal of the Association for the Sociology of Education , 2 (3), 45–55.
Flecha, R. (2009). The dialogic sociology of learning communities. In MW Apple, SJ Ball and LA Gandin (Eds.), The Routledge International Handbook of the Sociology of Education (p. 348). Editorial Taylor & Francis.
García, C., Ruíz, L., Puigvert, L. and Rué, L. (2009). Hypatia of Alexandria. A diverse team of scientists reveals the truth about the first woman of science . Barcelona: Hypatia.
García, R., Silva, A., Yuste, M. and Flecha, R. (2009). From Obama to Samara: what changes does the Spanish educational system and the gypsy movement have to make so that one day it will be possible for a gypsy woman to be president? Psychology, society and education , 1 , 1-11.
Padrós, M. and Tellado, I. (2009). Crossing of cultures at school. Education and Culture in the Information Society. Electronic magazine. , 10 (3), 159-179.
Santa Cruz, I., Flecha, A. and Serradell, O. (2009). The promotion of a non-capitalist economy: the Mondragón Group.GARCÍA, Ry STEINBERG, S. (Coord.) Pedagogía Crítica Del S.XXI .. Electronic Journal Theory of Education: Education and Culture in the Information Society.Vol.10, N 3.^o
Sordé, T., Gounari, P. and Macedo, D. (2009). The crisis and racism are spreading: reactions from below . Editions University of Salamanca (Spain).

2008

Flecha, R. (2008). Dialogic learning: Creation of meaning. In C. de C. de A. Ikas.Kom (Ed.), IKAS KOMUNITATEAK Kongresua . Retrieved from http://video.google.com/videoplay?docid=7976660007617506493
Flecha, R. (2008). Heartless Institutions: Critical Educators and College Feudalism. International Review of Critical Pedagogy , 1 (1).
Flecha, R., Soler, M. and Valls, R. (2008). Dialogic reading: interactions that improve and accelerate reading. Ibero-American Journal of Education , (46), 71.
García, R., Padrós, M. and Fuentes, F. (2008). National Report: the case of Spain. In MIGS (Ed.), Integration of migrant domestic workers. Employment strategies and citizen participation . Nicosia: University of Nicosia.
Gómez, A. and Racionero, S. (2008). The critical communicative paradigm. Universitas Tarraconensis. Journal of Education Sciences .
Puigvert, L. (2008). Breaking the silence: the fight against gender violence in universities. International Review of Critical Pedagogy , 1 (1) .
Ríos, O. (2008). The questioning of traditional masculinity: changes from dialogue. In C. OTCA (Ed.), V Jornada de ACT. Youth and Current Society: Questions (pp. 111-122). Barcelona: ACTO.
Santa Cruz, I. and Serradell, O. (2008). Youth in multicultural Europe: overcoming racism through educational success. Iberoamerican Thought , (3), 73–95.
Valls, R., Flecha, A. and Melgar, P. (2008). Gender violence in Catalan universities: measures for prevention and overcoming them. Education Times , 35 , 197–212.

2007

Flecha, R. and García, C. (2007). Conflict prevention in learning communities. Idea La Mancha. Journal of Education , 4 , 72–76.
Valls, R., Oliver, E., Sánchez, M., Ruiz, L. and Melgar, P. (2007). Gender violence also in universities? Investigations in this regard. Journal of Educational Research , 25 (1), 219–231.
Santa Cruz, I. (2007). Benefits and Costs of Equality Plans . Journal of the Ministry of Labor and Social Affairs , Ext Number , 279–286.

2006

Flecha, R. (2006). The participation of families in the Learning Communities. In A. García Abaladejo and C. Sánchez Liarte (Eds.), Participation of families in school life: Actions and strategies (pp. 59–67). Ministry of Education and Science.
Flecha, R. (2006). Pato, an adult educator from Catalonia with an international profile. Adult Education Papers , 51–52.

2005

Flecha, A., Puigvert, L. and Redondo, G. (2005). Preventive Socialization of Gender Violence. Feminismo / s, Magazine of the Center for Studies on Women of the University of Alicante , 6 , 107–120.
Flecha, R. y Mello, R. (2005). Dialogical Literary Tertulia: Sharing stories. Revista de Educaçao Presente , 48 , 29–33.
Flecha, R. and Puigvert, L. (2005). Teacher training in learning communities. Colombian Journal of Education , (48), 13–38.
Flecha, R. and Serradell, O. (2005). Europe 2010: Towards a quality, democratic and even education. Radio Y Educación Magazine , (55), 51–65.
Melgar, P. and Flecha, R. (2005). Structure of titles with resources or competitive elitism. School Today , (67), 12-13. Obtained from http://www.stecyl.es/EH/EH67/EH67_12-13.pdf
Rué, L., Soler, M., & Flecha, R. (2005). Opening the Barcelona Science Park to the Neighbourhood. International Journal of Community Based Research, (5), 18–19.
Serradell, O., & Racionero, S. (2005). Background of learning communities. Educate , (35), 29–39.
Valls, R. (2005). Learning Communities: a successful educational experience . We educate for responsible citizenship in democracy. (pp. 33–36). Educational Andalusia Epoca III.
Valls, R. (2005). Educators and social educators in learning communities. Journal of Social Education , 4 .

2004

Aubert, A., Duque, E., Fisas, M., & Valls, R. (2004). Dialogue and transform. Critical pedagogy of the XXI century . Barcelona: Graó.
Aubert, A., & (Eds.). (2004). Educational innovation, Learning Communities. Monographic in the Classroom of Educational Innovation , 131 , 27–68.
Díez, J., Molina, S., Asún, JM, & Sáez, L. (2004). Teaching Challenges in a New Context. Notebooks of Pedagogy , 197–214.
Domínguez, C., Flecha, A., & Fernández, M. (2004). Roma women and the labor market: mechanisms to overcome their triple exclusion. Lan Harremanak. Journal of Labor Relations: Cultural Minorities and New Technologies , 31–93.
Flecha, A., & Oliver, E. (2004). Romani Women and Popular Education. Convergence.
Flecha, R. (2004). Why is Paulo Freire the main pedagogue of the current information society? In AM Araújo Freire, IA de Oliveira, & R. Luiz Machado (Eds.), The Pedagogy of Liberation in Paulo Freire Critique and Fundamentals (Vol. 3, pp. 171–174). Barcelona: Graó.
Flecha, R. (2004). The Pedagogy of the Autonomy of Freire and the Democratic Education of adults. Interuniversity Journal of Teacher Training , 18 (2), 27–43.
Flecha, R., & Puigvert, L. (2004). The dialogic use of technologies in dialogic societies: a proposal for the democratization of the media. Nomads , 21 , 40–53.
Flecha, R., Vargas, J., & Dávila, A. (2004). Communicative research methodology and social cohesion in Europe. Lan-Harremanak, Journal of Labor Relations: Cultural Minorities and New Technologies , 23–33.
Gómez, C., Oliver, E., & Sordé, T. (2004). Trends in Europe: exclusion and social and labor inclusion of the Roma community. Lan-Harremanak, Journal of Labor Relations: Cultural Minorities and New Technologies , 34–49.
Marín, N., & Soler, M. (2004). A community of learning. Cuadernos de Pedagogía , 331 , 60–62.
Miquel, V., Rotger, JM, & García, C. (2004). Cultural minorities and new technologies. Lan Harremanak. Journal of Labor Relations: Cultural Minorities and New Technologies , 57–92.
Molina, F., Prieto, O., & Santa Cruz, I. (2004). Ethnic discrimination in the labor market: influences on access and permanence. Lan-Harremanak, Journal of Labor Relations: Cultural Minorities and New Technologies , 51–54.
Oliver, E., & de Gracia, S. (2004). Interactive groups in secondary school. Cuadernos de Pedagogía , 34 (1), 70–72.
Puigvert, L., Taleb, F., Barquín, A., & Argibay, M. (2004). Debates and questions in the educational field: round table. Multiculturalism and Secularism , 283–310.
Santa Cruz, I., & Valls, R. (2004). Adult Education, Democratic Management of NGO and Social Inclusion. Journal of Adult and Continuing Education, 7, 133–156.
Serradell, O., Larena, R., & Fisas, M. (2004). Towards the articulation of mechanisms that favor the inclusion of the gypsy community: Mechanisms for accreditation of competences and new forms of labor organization. Lan Harremanak. Journal of Labor Relations: Cultural Minorities and New Technologies , 95–112.
Soler, M. (2004). Dialogic Education in Spain: Some initial words. Networks. An On- Line Journal for Teacher Research, 7(1).
Valls, R. (2004). The teaching of History: between self-interested polemics and real problems. In J. Gómez & ME Nicolás (Eds.), Looks at history: historiographical reflections in memory of Miguel Rodríguez Llopis (pp. 141–154). Murcia: University of Murcia.
Valls, R., & (Eds.). (2004). Practices against exclusion. Monographic In Cuadernos de Pedagogía , 57–92.

2003

Duque, E., & García-Yeste, C. (2003). Learning Communities: the inclusion of all boys and girls. Aula de Innovación Educativa , 121 , 53–55.
Flecha, R. (2003). Why is there a need for a different school? Aula de Innovación Educativa , 121 , 5.
Flecha, R., & Aubert, A. (2003). Democratic education of adults: Educating from inclusion. Gypsies: Thought and Culture , 21 , 42–48.
Flecha, R., & Guilera, L. (2003). Participation, inclusion and dialogue in Democratic Education of Adults. Fenix: Pernambucana Magazine of Popular Education and Adult Education , 2 , 15–22.
Flecha, R., Padrós, M., & Puigdellívol, I. (2003). Learning communities: transforming the organization at the service of the community . Educational Organization And Management. , 5 , 4–8.
Flecha, R., & Rotger, JM. (2003) . Innovation, democratization and improvement of university teaching within the framework of the information society. Educational Contexts , 6 – 7 , 159–166.
Valls, R. (2003). Permanent Education and the Information Society. Tabanque , 16 , 19–33.

2002

De Botton, L., Czech, N., Gómez, N., & Martín, S. (2002). The identity of the Arab woman from the equality of differences. Catalan Journal of Sociology , 18 , 79–87.
Elboj, C., & Flecha, A. (2002). Women, dialogic learning and social transformation. Educational Contexts , 5 , 159–172.
Elboj, C., Puigdellívol, I., & Valls, R. (2002). Reflections on a shared project. Cuadernos de Pedagogía , 361 , 61–64.
Elboj, C., & Puigvert, L. (2002). Sociology cannot be done from postmodernity: differences between postmodern and sociological perspectives. Actions and Social Research , 14 , 255–267.
Flecha, R., & Puigvert, L. (2002). Learning communities: a commitment to educational equality. REXE Journal of Studies and Experiences in Education , 1 , 11–20.
Rios, O., & Molina, S. (2002). Including students with disabilities in Learning Communities. Psychology, Society, & Education, 2, 1–9.

2001

Alonso, JG, & Elboj, C. (2001). The dialogical turn of the Social Sciences: towards the understanding of a dialogic methodology. Social Actions and Research , 12 , 77–94.
Aubert, A., & García, C. (2001). Interactivity in the classroom. Cuadernos de Pedagogía , 301 , 20–24.
Flecha, R. (2001). Modern and Postmodern Racism in Europe: Dialogical Approach and Anti-racist Pedagogies. Revista Española de Investigaciones Sociologicas , 94 , 79–103.
Flecha, R., & Cabeza, M. (2001). Bibliography on globalization and education. Education Magazine. Madrid , ext number , 327–334.
Flecha, R., & García, C. (2001). Libertarian Contributions to Learning Communities. The Transformation of Schools into Learning Communities. Aula Libre , 73 , 28–29.
Flecha, R., & Miquel, V. (2001). Dialogical globalization. Education Magazine. Madrid , ext number , 317–326.
Flecha, R., & Sánchez, M. (2001). And you, how would you like 2001 to be? Lline. Lifelong Learning in Europe, 6(1), 20–25.

2000

Flecha, R., & Puigvert, L. (2000). Against racism. Actions and Social Investigations. University School of Social Studies of the University of Zaragoza , 11 , 135–163.
Flecha, R., & Vargas, J. (2000). Dialogical learning as an “expert” in conflict resolution. Early Literacy Contexts , 3 , 81–88.
Valls, R. (2000). Learning Communities: An educational practice to bring the information society closer to all people. Red de Salud , 1 , 53–75.

1999

Flecha, R., Godàs, X., & Sordé, T. (1999). Postmodernism and social movements. Catalan Journal of Sociology , 7 , 135–158.

1998

Flecha, R. (1998). Learning communities: educational equality in the new information society. Free Thought. , 28 , 37-41.
Flecha, R. (1998). Transform difficulties into possibilities. Cuadernos de Pedagogía , 265 , 53–56.
Flecha, R., Imbernón, F., Espanya, M., Elboj, C., Puigdellívol, I., & Valls, R. (1998). Learning communities: the information society for all (social changes and some educational proposals). Educational Contexts , 1 , 53–75.
Flecha, R., & Puigvert, L. (1998). Paulo Freire’s Contributions to Education and Social Sciences. Social Documentation. Social Documentation , 110 , 81–92.

1997

Soler, M. (1997). Paulo Freire: An educator commited to people’s lives, love and dreams. International Education Newsletter. Cambridge, MA. Harvard University, 1–2.

1996

Flecha, R. (1996). Out of the ghetto – a communicative perspective. Adult Education and Development. Institute for International Cooperation of the German Adult Education Association (IIZ / DVV) , (45), 189–197.

1995

Flecha, R. (1995). The empirical work of CREA in the field of participation research in adult education taking into account all empirical research in Spain. Academy of Politicals , 36–39.
Flecha, R. (1995). Research Trends in Adult Education. A Communicative Perspective. Adult Education and Development. Bonn: Institute for International Cooperation of the German Adult Education Association.
Flecha, R., & Gómez, J. (1995). Racism: no, thank you. Neither modern nor postmodern. Debate collection . Barcelona: Hypatia.

1991

Flecha, R. (1991). The unleveling effect or as the current model of growth of educational theory and practice is generating functional illiteracy. Education Magazine (Madrid) , 294 ,
Flecha, R. (1991). Interview “H. Giroux or solidarity. ” Cuadernos de Pedagogía , 198 , 52–55.
Flecha, R. (1991). Reform, diversity and inequality. Cuadernos de Pedagogía , 198 (65–67).

1990

Botey, J., & Flecha, R. (1990). The formative profile of the literacy worker. Pedagogy Notebooks. Cuadernos de Pedagogía , 179 , 78–81.
Flecha, R. (1990). Sociology of Adult Education. Materials for Adult Education. Canary Islands Government: General Directorate for Educational Promotion. Ministry of Education , 15–20.
Flecha, R. (1990). Spanish Society and Adult Education. International Journal of Lifelong Education., 9(2), 99–108.
Flecha, R. (1990). An investigation on functional illiteracy. Cuadernos de Pedagogía , 179 , 55–58.
Flecha, R. and Larrosa, J. (1990). Sociology of adult education. Education And Society , 7 , 91-101.

1989

Flecha, R. (1989). Coordination, presentation and bibliography of the monograph on Paulo Freire. Temps d’Educació , 1 (193), 111–115, 241–242.

1988

Flecha, R. (1988). The university in the face of adult teacher training. Interuniversity Journal of Teacher Training , 91–95.

2020

León-Jiménez, S. (2020). “This gives you life” The impact of friendship on health and well-being in old age: the case of the La Verneda learning community. Research on Aging and Social Policy, 8 (2), 191-215. http://dx.doi.org/10. 17583 / rasp 2020.5538

2019

Amador-López, J. (2019). Who said submissive? Pentecontalism and gypsy women fighting against gender violence? International Journal of Romani Studies, 1 (1), 35-57. : http://dx.doi.org/10.17583/ijrs.2019.3786

2018

Joanpere, M. and Morlà, T. (2018). Creative leadership of new realities. Cooperative responses to housing challenges. International Review of Organizations, 21 , 127-147. doi: 10.17345 / rio21.127-147

Oro, B. and Diez-Palomar, J. (2018). Learning digital skills in vulnerable groups through Interactive Groups. Research on Aging and Social Policy, 6 (1), 53-81. doi: 10.17583 / rasp.2018.3120

Valls, R. (2018). Education, family and social mobility. Its influence on inequalities and poverty. Union Gazette: reflection and debate , 31. 135-150

2017

Díez-Palomar, J. (2017). Dialogical Mathematics: ‘I am from math’. Modeling in Science Education and Learning, 10 (1), 289-308. doi: 10.4995 / msel.2017.6697

Flecha, R. and Ramis, M. (2017). Collaboration between European research centers: The example of IMPACT-EV. Multidisciplinary Meetings. Obtained from: http://www.encuentros-multidisciplinares.org/revista-55/ramon-flecha_mimar-ramis.pdf

García, C .; Gairal, R. and Rios, O. (2017). Empowerment and Social Inclusion of Immigrant Women through Dialogical Literary Gatherings. International Journal of Education for Social Justice (RIEJS), 6 (2), 97-111. doi: 10.15366 / riejs2017.6.2.006

García, C., Padrós, M., Mondéjar, E. and Villarejo, B. (2017). The other women in dialogical literary gatherings. Research on aging and social policy, 5 (2), 181 – 202. doi: 10.4471 / rasp.2017.2660

2016

Burgués, A., Condom, JL, Rodríguez, JA; Valls, R. (2016). Interreligious Dialogue as a Tool to Defuse Racist Prejudice . Scientific Journal of Intercultural Studies, 2 (1), 86-111. doi: 10.17583 / recei.2016.1900

Carbonell, S., Cantero, N., Navarro, M., Melgar, P. (2016). Community Model of Coexistence in Primary Education. Psychological information, 111 , 91-102. doi: 10.14635 / IPSIC.2016.111.5

Santos, T., Macías-Aranda, F., Amador, J., Cortés, D. (2016). Samudaripen, Genocide Gita no: Will we repeat history? . Sci cien- Revista el Intercultur AL Estudios, 2 (1), 2-29 . http: //dx.doi.org/10.17583/recei. 2016.1897

Valls, R., Buslón, N., López, I. (2016). Interactive groups: interactions that experienced learning and solidarity. Parents and Teachers Magazine, 367 . 17-21. doi: 10.14422 / pym.i367.y2016.003

Vidu, A. and Schubert, T. (2016). Student campaigns against sexual violence. Global Dialogue, 6-3. United States: International Sociological Association (ISA). Retrieved from: http://globaldialogue.isa-sociology.org/student-campaigns-against-sexual-violence

2015

De Botton, L., Flecha, R., García-Carrión, R., y Molina, S. (2015). Towards inclusion beyond school walls: A case of inclusive education contributing to social inclusion in Spain. Research & education, 14 , 35-48. Obtenido from: https://journals.openedition.org/rechercheseducations/2354

Flecha, R. and Molina, S. (2015). Successful educational actions as the basis for an evidence-based educational policy. Advances in educational supervision: Magazine of the Association of Education Inspectors of Spain, 23 , 1-18. https://avances.adide.org/index.php/ase/article/view/23/24

Schubert, T., Valls-Carol, R. (2015). Content analysis of adolescents’ online interactions, language of desire or ethics? . Communication and social change, 3 (1), 77-99. doi: 10.17583 / csc.2015.1788

2014

García, L. and Ríos, O. (2014). Family participation and education at school: Successful educational actions. Studies on Adult Education , 46 (2), 177-191. Retrieved from: http://www.ingentaconnect.com/content/niace/stea/2014/00000046/00000002/art00005

Oliver, E. and Santos, T. (2014). Preventive socialization in the face of Cyberbullying. Communication and social change . doi: 10.17583 / csc.2014.1309

Padrós, M. and Flecha, R. (2014). Towards a conceptualization of dialogical leadership. International Journal of Educational Leadership and Management , 2 (2), 207–266. doi: 10.4471 / ijelm.2014.17

2013

Aiello, E., Mondejar, E. and Pulido, MA (2013). Communicative methodology of investigation and recognition of the gypsy people. International Journal of Qualitative Research , 6 (2), 254–265. doi: 10.1525 / irqr.2013.6.2.254

Díez-Palomar, J., Santos-Pitanga, T., and Álvarez- Cifuentes, P. (2013). Escuela La Paz: from a ghetto to a magnet school. International Journal of Qualitative Research , 6 (2), 198–209. doi: 10.1525 / irqr.2013.6.2.198

Duque, E., Vidu, A. and Schubert, T. (2013). The fight: violence against women in Spanish universities. International Journal of Qualitative Research , 6 (2), 277–288. doi: 10.1525 / irqr.2013.6.2.277

Flecha, A. (2013). Healthier lives for European minority groups: school and healthcare, lessons from the Roma. International Journal of Environmental Research and Public Health , 10 (8), 3089–3111. doi: 10.3390 / ijerph10083089

García Carrión, R. and Macías-Aranda, F. (2013). Gest ionar schools c on the participation of the commu nity. Educational Organization and Management , (5), 22-25. ISNN: 1134-0312

Gómez, A., Elboj, C. and Capllonch, M. (2013). Beyond action research. The communicative methodology of the investigation. International Journal of Qualitative Research , 6 (2), 183–197. doi: 10.1525 / irqr.2013.6.2.183

Petreñas, C., Puigdellívol, I. and Campdepadrós, R. (2013). From educational segregation to transformative inclusion. International Journal of Qualitative Research , 6 (2), 210–225. doi: 10.1525 / irqr.2013.6.2.210

Ramis, M., Alonso, MJ and Siles, G. (2013). Communicative Research Methodology in Preventive Socialization of Gender Violence. International Journal of Qualitative Research , 6 (2), 266–276. doi: 10.1525 / irqr.2013.6.2.266

Ríos, O., Herrero, C. and Rodríguez, H. (2013). Of access to education. The revolutionary transformation of schools as learning communities. International Journal of Qualitative Research , 6 (2), 239-253. doi: 10.1525 / irqr.2013.6.2.239

Rodríguez, F., Rué, L. and López, L. (2013). To situate the communicative methodology of research in the context of public science. International Journal of Qualitative Research , 6 (2), 307–322. doi: 10.1525 / irqr.2013.6.2.307

Sánchez, M., Yuste, M., de Botton, L. and Kostic, R. (2013). Communicative research methodology with minority groups: the gypsy women’s movement. International Journal of Qualitative Research , 6 (2), 226–238. doi: 10.1525 / irqr.2013.6.2.226

Sordé, T., Serradell, O., Puigvert, L., Munté, A., Sorde, T., Serradell, O.,… Munte, a. (2013). Solidarity networks that challenge racialized discourses: the case of Roma immigrant women in Spain. European Journal of Women’s Studies , 4 (20), 87-102. doi: 10.1177 / 1350506813510425

Tellado, I., Serrano, MA and Portell, D. (2013). The dreams come true of a neighborhood. International Journal of Qualitative Research , 6 (2), 289-306. doi: 10.1525 / irqr.2013.6.2.289

2012

Arriaga, M., Gómez, A. and Elboj, C. (2012). Possibilities for the gypsy community in the labor market of the Spanish state. Lan Harremanak. Journal of Labor Relations: Cultural Minorities and New Technologies , 65–79.

Casabona, N. and Tellado, I. (2012). Gender Violence and Community Conflict Resolution in Educational Centers. Genres , 1 (3), 300–319.

Flecha, A. (2012). Education and Prevention of Gender Violence in minors. Genres , 1 (2), 188–211.

García-Carrión, R. (2012). Outside the ghetto: psychological bases of dialogical learning. International Journal of Educational Psychology (IJEP) , 1 (1), 51–69. Doi: 10.4471 / ijep.2012.04

Gatt, S. and Sordé, T. (2012). ICTs alone are not enough, the whole town is needed. A community and dialogic approach to technology in schools. International Journal of Educational Psychology , 1 (2), 153-174.

Gómez, A. and Sordé, T. (2012). A critical communicative perspective on community research: reflections on work experiences with gypsies in Spain. In L. Goodson and J. Phillimore (Eds.), Community research for participation: from theory to method (pp. 21–36). Bristol: Polity Press.

Lastikka, A. and García-Carrión, R. (2012). Family participation in the curriculum and assessment. In C. de Pedagogía (Ed.), Keys to achieving educational success (pp. 61-63). Madrid.

Padrós, M. and Zepa, B. (2012). Successful actions in language learning: approaches from research. Education and Pedagogy Magazine .

Puigvert, L., Christou, M. and Holford, J. (2012). Critical Communicative Methodology: include vulnerable voices in research through dialogue. Cambridge Journal of Education .

Puigvert, L. and Muños, B. (2012). Gender studies. Barriers and Contributions to the International Theoretical Debate from the Voices of Other Women. Genres , 1 (1), 427.

Racionero, S. and Brown, M. (2012). Reading in more spaces and with more people. Cuadernos de Pedagogía , (429), 37–39.

Soler, M. and Petreñas, C. (2012). Dialogues between older people and science. The Journal of Deliberative Mechanisms in Science-DEMESCI , 1 (1), 51–76.

2011

Aubert, A. and López, C. (2011). Demographic dimensions of overcoming social exclusion. Education and Pedagogy Magazine , (56), 79–89.

Christou, M. and Puigvert, L. (2011). The role of other women in current educational transformations. International Studies in the Sociology of Education , 21 (1), 77–90.

Flecha, R. and Santa Cruz, I. (2011). Cooperation for economic success: the Mondragón case. Analyze and Kritik , 1 .

Flecha, R. (2011). Vilanova. The fall of Spanish university feudalism. Journal of the Association for the Sociology of Education (RASE) , 4 (2), 115-132.

Girbés, S. (2011). Interactive groups: towards the success of all. Work tools for teachers. School Newspaper , (1).

Martínez, B. and Niemelä, R. (2011). Forms of involvement of families and the community towards educational success. Education and Pedagogy Magazine , 22 (56), 69–77.

Padrós, M., Duque, E. and Molina, S. (2011). Contributions of European research included for the reduction of early school leaving. Advances in Educational Supervision: Magazine of the Association of Education Inspectors of Spain , (14), 7.

Vrečer, N., Javrh, P. and Capllonch, M. (2011). Impact of educational exclusion in social settings. Education and Pedagogy Magazine , 22 (56), 45–55.

2010

Aguilar, C., Alonso, J., Padrós, M. and Pulido, M. (2010). Dialogic reading and transformation in learning communities. Interuniversity Journal of Teacher Training , 67 (24 (1)), 31–44.

Aguilera, A., Mendoza, M., Racionero, S. and Soler, M. (2010). The role of the university in Learning Communities. Interuniversity Journal of Teacher Training , 67 (24.1), 45–56.

Alonso, MJ, Beloki, N. and Gómez, A. (2010). Socialization to prevent gender violence in the Basque Country. In A. Unceta & C. Medrano (Eds.), Equality, equity and diversity: educational solutions in the Basque Country . Reno: Center for Basque Studies (University of Nevada).

Campani, G. and Serradell, O. (2010). Cultural groups: migrants and cultural minorities in education. Education and Pedagogy Magazine , 22 (56), 57–66.

Diez, J., Rué, L., Gracía, P. and Brown, M. (2010). Mathematics and interactive groups: teaching and learning from the point of view of interactions. Education Time , (38), 135-151.

Flecha, A. and Puigvert, L. (2010). Contributions to social theory from dialogical feminism: giving voice to all women. In DE Chapman (Ed.), Examining Social Theory (pp. 161-175). New York: Peter Lang.

García, C., Tellado, I. and Chiappelli, T. (2010). Overview of the discussion on the exclusion areas of the INCLUD-ED project. Education Times , 38 , 185–202.

Gómez, A. and Holford, J. (2010). Contributions to educational success from the communicative methodology. Education and Pedagogy Magazine , (56), 21–29.

Gómez, A., Racionero, S. and Sordé, T. (2010). Ten years of critical communication methodology. International Journal of Qualitative Research , 3 (1), 17–43.

Kesane, I. and Ruiz L. (2010). Contributions from the international scientific community on learning to read and overcoming school failure. Education Times , 38 , 115-134.

Latorre, MA, Gómez, A. and Engel, L. (2010). Critical communicative methodology, transformation and social inclusion. Temps d’Educació , (38), 153–165.

Melgar, P. and Rammel, S. (2010). Gender dimension analysis in the framework of the INCLUD-ED project to develop inclusive educational practices. Education Times , (38), 167–183.

Molina, S. and Holland, C. (2010). Special education and inclusion: contributions from research. Education and Pedagogy Magazine , (56), 31–43.

Mulcahy, C. and Valls, R. (2010). INCLUD-ED integrated project: social cohesion and political impact in Europe. Education Time , (38), 91–94.

Puigdellívol, I. and Krastina, L. (2010). Inclusion and segregation in school: inclusive and exclusive practices with vulnerable students. Education Times , 38 , 95-113.

Racionero, S. (2010). Egalitarian dialogue and instrumental dimension. Two principles of dialogic learning in the classroom. Psychology, Society and Education , 2 (1), 61–70.

Santa Cruz, I., Flecha, A. and Serradell, O. (2009). The promotion of a non-capitalist economy: the Mondragón Group.GARCÍA, Ry STEINBERG, S. (Coord.) Pedagogía Crítica Del S.XXI .. Electronic Journal Theory of Education: Education and Culture in the Information Society.Vol.10, N 3.^o