Articles – Web of Science / Scopus

2023

• Bordanoba-Gallego, L.; Serradell, O.; Morlà-Folch, T.; Ruiz-Eugenio, L.; Pulido, C. (2023). Feudalism,  meritocracy  and  sexual  harassment.Social  and  Education History. Online first. http://doi.org/10.17583/hse.11788

• Khalfaoui, A., Garcia-Espinel, T., Macías-Aranda, F., & Molina Roldán, S. (2023). How Can the Roma Deal with the Health and Social Crisis Generated by the COVID-19 Pandemic? Inequalities, Challenges and Successful Actions in Catalonia (Spain). Journal of Racial and Ethnic Health Disparities. https://doi.org/10.1007/s40615-023-01736-w 

• Natividad-Sancho, L.;Gairal-Casadó, R., Sordé Martí, T. & Garcia Yeste, C. (2023). Roma students’ experiences: practices contributing to participation in post-compulsory education. Educational Research, https://doi.org/10.1080/00131881.2023.2266455

• Oliver, E., Redondo-Sama, G., de Aguileta, A.L. & Burgués-Freitas, A. (2023). Research agenda to engage citizens in science through social media communicative observations. Humanities and Social Sciences Communications, 10, 447. https://doi.org/10.1057/s41599-023-01954-x

• Puigvert, Racionero-Plaza, López de Aguileta, Tellado, Molina, Pulido-Rodríguez, Ugalde, & Flecha. (2023). Disdainful Hookups: a Powerful Social Determinant of Health. Journal of Urban Health. https://doi.org/10.1007/s11524-023-00765-4

• Pulido, C., Cañaveras, P., Redondo-Sama, G. Villarejo-Carballido, B. (2023)-Do People Comment on Social Networks About Sexual Consent in TV Series? Rethinking Consent (or not) in Real Situations: Contributions from Debates in Social Media. Sexuality & Culture ). https://doi.org/10.1007/s12119-023-10115-w

• Racionero-Plaza, S., Flecha, R., Carbonell, S., & Rodríguez-Oramas, A.(2023). Neuroedumyhts: A Contribution from Socioneuroscience to the Right to Education for All. Qualitative Research in Education, 12(1), 1-24.http://dx.doi.org/10.17583/qre.10795.

• Rios-Gonzalez, O., Peña-Axt, J. C., Legorburo-Torres, G., Avgousti, A., & Sancho, L. N. (2023). Impact of an evidence-based training for educators on bystander intervention for the prevention of violence against LGBTI+ youth. Humanities and Social Sciences Communications, 10(1), 1-13.

• Ruiz-Eugenio, L., Tellado, I., Valls-Carol, R., & Gairal-Casadó, R. (2023). Dialogic popular education in Spain and its impact on society, educational and social theory, and European research. European Journal for Research on the Education and Learning of Adults, 14(1), 47–61. https://doi.org/10.3384/rela.2000-7426.4325

• Ruiz-Eugenio, L.; Soler-Gallart, M.; Racionero-Plaza, S.; Padrós, M. Dialogic literary gatherings: A systematic review of evidence to overcome social and educational inequalities. Educational Research Review. https://doi.org/10.1016/j.edurev.2023.100534

• Santiago-Garabieta M., Zubiri-Esnaola, H., García-Carrión R., & Gairal-Casadó, R. (2023). Inclusivity, friendship and language learning: boosting collaboration in interactive groups. Educational Research. https://doi.org/10.1080/00131881.2023.2189433

   

2022

• Aiello, E.,  Khalfaoui, A., Torrens, X. & Flecha, R. (2022). Connecting Roma Communities in COVID-19 Times: The First Roma Women Students’ Gathering Held Online. International Journal of Environmental Research and Public Health, 19(9), 5524. https://doi.org/10.3390/ijerph19095524

• Aiello Cabrera, E., Sordé-Martí , T., Khalfaoui, A., & Redondo-Sama, G. (2022). Dialogic traits of Roma women leadership. Multidisciplinary Journal of Gender Studies, 11(3), 200–232. https://doi.org/10.17583/generos.10784

• Bellavista, J.; Elboj-Saso, C.; García Yeste, C.; Villarejo-Carballido, B. (2022). Innovative Methodological Approach to Analyze Innovation and Social Impact. International Journal of Qualitative Methods, 21, 1–9.  https://doi.org/10.1177/16094069221083373

• Cebollero-Salinas, A.; Bautista-Alcaine, P.; Íñiguez-Berrozpe, T.; Elboj-Saso, C. (2022) ¿Te importaría prestarme atención? El Phubbing en la adolescencia como reto educativo en la convivencia digital y presencial. Revista Complutense de Educación, 33(4), 601-610. 

• Díaz Rodríguez, L., Díez Palomar, J., Ward Bringas, S. E. ., & Natividad Sancho, L. (2022). Impacto de los Actos Comunicativos Dialógicos en la Argumentación Matemática del Alumnado con Trastorno del Espectro Autista. Un estudio de Caso sobre Educación Inclusiva. Multidisciplinary Journal of Educational Research, 12(2). https://doi.org/10.17583/remie.9731

• Díez-Palomar, J., Font Palomar, M., Aubert, A., & Garcia-Yeste, C. (2022). Dialogic Scientific Gatherings: The Promotion of Scientific Literacy Among Children. SAGE Open, 12(4). https://doi.org/10.1177/21582440221121783

• Duque, E.,López de Aguileta, G., Canal-Barbany, J.M., Joanpere-Foraster, M.(2022). No Time to Lose Sex-o Time to Lose Sex-appeal. Love and Attractiveness in the last James Bond Movie 2021. Masculinities and Social Change, 11(2), 102-128. https://doi.org/10.17583/MCS

• Fernández-Villardón, A.; García-Carrión, R.; Racionero-Plaza, S. Explorando un enfoque dialógico para abordar las enfermedades psicóticas: una revisión sistemática. Anales de Psicología/Annals of Psychology, 2022, vol. 38, no 3, p. 419-429.  https://doi.org/10.6018/analesps.494351

• Flecha A, Abad-Merino S, Macías-Aranda F, Segovia-Aguilar B. (2022). Roma University Students in Spain: Who Are They? Education Sciences, 12(6), 400. https://doi.org/10.3390/educsci12060400

• Flecha, R.; Elboj, C.; Torras-Gómez, E.; Joanpere, M. 2022. The time of dialogic sociology. International Sociology. https://doi.org/10.1177/02685809221111890 (First Published 19 Jul 2022)

• Gairal-Casado, R.; Duque, E.; Ramis-Salas, M., Valls, R. (2022) ‘My friends are like my family’: The positive impact of high-quality friendships on former foster care youth. Children & Society.  https://doi.org/10.1111/chso.12683

• Gairal-Casadó, R.; García-Yeste, C.: Munté, A.; Padrós, M. (2022) Study to Change Destiny. Elements That Promote Successful Trajectories in Young People who Have Been in Residential Care  The British Journal of Social Work, 52(4) 2253–2270, https://doi.org/10.1093/bjsw/bcab087

• Garcia-Yeste, C., Mara, L.-C., de Botton, L., & Duque, E. (2022). Building a More Inclusive Workplace for Religious Minorities. Religions, 13(6), 481. http://dx.doi.org/10.3390/rel13060481

• García-Yeste, C.; López de Aguileta Jaussi, A.; Duque, E.; Padrós, M. (2022). Beginning of the course of the Catalan Universities towards the COVID-1: Evidence vs Negligence. International and Multidisciplinary Journal of Social Sciences. https://doi.org/10.17583/rimcis.11322 

• Gómez, A., Girbés, S., Jiménez, J.M., & Vieites, M. (2022). “Without support, victims do not report”: The Co-creation of a workplace sexual harassment risk assessment survey tool. Gender work and organization.  https://doi.org/10.1111/gwao.12840

• Gómez, A., Puigvert, L., Nazareno, E., López de Aguileta, A., Vidu, A., & García-Carrión, R. (2022). The Impact of One Book About Friendship in the Lives of Readers. Qualitative Inquiry. https://doi.org/10.1177/10778004221079409

• Gómez Cuevas, S., & Valls, R. (2022). Social impact from bottom-up movements: the case of the Adult School La Verneda-Sant Martí. Multidisciplinary Journal of Educational Research. https://doi.org/10.17583/remie.10544

• Gómez-González, A., Tierno-García, J.M., & Girbés-Peco, S. (2022). “If they made it, why not me?” increasing educational expectations of Roma and Moroccan immigrant families in Spain through family education, Educational Review, DOI: 10.1080/00131911.2022.2121265

• Íñiguez-Berrozpe, T.; Marcaleti, F.; Elboj-Saso, C.; Romero-Martín, S. 2022. Questioning gendered ageism in job-related non-formal training and informal learning. Studies In Continuing Education, vol. 44, 2. Https://Doi.Org/10.1080/0158037x.2022.2092089

• Joanpere, M., Burgués-Freitas, A., Soler, M., & Aiello, E. (2022). History of MeToo University movement in Spain. Social and Education History, 11(2). https://doi.org/10.17583/hse.10545

• Marcaletti, F., Íñiguez-Berrozpe, T., Elboj-Saso, C., & Garavaglia, E. (2022). Adult Training as a Quality Factor in Work Trajectory: Positive Effects of Adult Training on Seniority and Ageing at Work. Adult Education Quarterly. https://doi.org/10.1177/07417136221121594

• Munté-Pascual, A., Khalfaoui, A., Valero, D., Redondo-Sama, G. (2022). Social Impact Indicators in the Context of the Roma Community: Contributions to the Debate on Methodological Implications. International Journal of Qualitative Methods.  https://doi.org/10.1177/16094069211064668

• Munté-Pascual, A.; Redondo-Sama, G.; De Vicente, I. & Matulic ,V. (2022). You Are Not Alone: The (In)Visible Homeless and the Role of Social Workers and Related Professionals. International Journal of Environmental Research and Public Health, 19(16):10070. https://doi.org/10.3390/ijerph191610070

• Nazareno, E., Vidu, A., Merodio, G., & Valls, R. (2022). Men Tackling Isolating Gender Violence to Fight against Sexual Harassment. International Journal of Environmental Research and Public Health 19 (4),1924. http://dx.doi.org/10.3390/ijerph19041924

• Puigvert-Mallart, L.; Cullell, R.C.; Canal, J.M.; García-Yeste, C. (2022). Reducing Health Effects on Deceit in Heterosexual Sexual-Affective Relationships: The Impact of the Preventive Socialization Program (PSP). International Journal of Environmental Research and Public Health, 19, 2274. https://doi.org/10.3390/ijerph19042274

• Puigvert, L., Kyung Hi, K., Khalfaoui, A., Ríos-González, O., Rodrigues de Mello, R., Joanpere, M., Flecha, R. (2021). Breaking the Silence within Critical Pedagogy.Multidisciplinary Journal of Educational Research,11(3), 203-217. https://doi.org/10.17583/remie.2021.8748

• Puigvert, L., Soler-Gallart, M., & Vidu, A. (2022). From Bystanders to Upstanders: Supporters and Key Informants for Victims of Gender Violence. International Journal of Environmental Research and Public Health 19 (4), 8521; https://doi.org/10.3390/ijerph19148521

• Puigvert, L., Villarejo-Carballido, B., Gairal-Casadó, R., Gómez, A., Cañaveras, P. & Martí, T.S. (2022). An Instagram Hashtag Fostering Science Education of Vulnerable Groups during the Pandemic. International Journal of Environmental Research and Public Health, 19, 1974. https://doi.org/10.3390/ ijerph19041974 

• Racionero-Plaza, S., Puigvert, L., Soler-Gallart, M & Flecha, R. (2022). Contributions of Socioneuroscience to Research on Coerced and Free Sexual-Affective Desire. Frontiers in Behavioral Neuroscience. 15(814796).  https://doi.org/10.3389/fnbeh.2021.814796

• Rios, O., Font-Palomar, M., Flecha, A., & Valls, R. (2022). Violence against LGBTIQ+ people at universities: the need to uncover a silent reality. Trauma, Violence, & Abuse, 15248380221111471

• Ríos-Gonzalez, O., & Peña Axt, J. C. (2022). Editorial: Interactions Promoting Diverse Models of Masculinity and Men’s Attractiveness. Frontiers in psychology, 12, 822921.

• Roca, E., Merodio, G., Gomez, A., & Rodriguez-Oramas, A. (2022). Egalitarian Dialogue Enriches Both Social Impact and Research Methodologies. International Journal of Qualitative Methods. https://doi.org/10.1177/16094069221074442

• Rodríguez-Oramas, A., Burgues-Freita, A., Joanpere, M., & Flecha , R. (2022).Participation and Organizational Commitment in the Mondragon Group. Frontiers in psychology https://doi.org/10.3389/fpsyg.2022.806442

• Romea, A.C., Valero, D., Elboj, C. & Melgar, P. (2022) Mental Health and Access to Information in Times of COVID-19: The Role of Social Work. International Journal of Environmental Research and Public Health, 19(8), 4483. https://doi.org/10.3390/ijerph19084483

• Romero-Martín, S., Elboj-Saso, C., & Íñiguez-Berrozpe, T. (2022). Burnout and mindfulness among social workers in Spain: A structural equation model of mindfulness and areas of worklife as burnout predictors. International Social Work. https://doi.org/10.1177/00208728221112733

• Salceda, M., Vidu, A., Aubert, A., & Padros, M. (2022). Dialogic literary gatherings in out-of-home care to overcome educational inequalities by improving school academic performance. Children and Youth Services Review, 133, 10636. https://doi.org/10.1016/j.childyouth.2022.106368

• Santiago-Garabieta, M.; Villardón-Gallego, L.; García-Carrión, R. & Duque, E. (2022). The Development of L2 (Basque) Oracy Skills Through Dialogic Literary Gatherings, SAGEOpen doi: https://doi.org/10.1177/21582440221079894

• Soler-Gallart, M., & Flecha, R. (2022). Guest Editors’ Introduction: Special Collection on The Challenge of Social Impact for Research Methodologies. International Journal of Qualitative Methods. https://doi.org/10.1177/16094069211067654.

• Soler-Gallart, M., & Flecha, R. (2022). Researchers’ Perceptions About Methodological Innovations in Research Oriented to Social Impact: Citizen Evaluation of Social Impact. International Journal of Qualitative Methods. https://doi.org/10.1177/16094069211067654

• T Morlà-Folch, AIR Davis, MP Cuxart, R Valls-Carol (2022) A research synthesis of the impacts of successful educational actions on student outcomes. Educational Research Review, Volume 37 100482 https://doi.org/10.1016/j.edurev.2022.100482.

• Torras-Gómez, E., León-Jiménez, S., Joanpere, M.., & Valls-Carol, R. (2022) “You Enjoy Talking about It More than Doing It”: Fake Narratives in Disdainful Relationships. Qualitative Research in Education, 11(2), 180–202. https://doi.org/10.17583/qre.10578

• Ugalde, L., Racionero-Plaza, S., Munté, A., & Tellado, I. (2022). Dialogic reconstruction of memories of violent sexual-affective relationships via dialogic gatherings of “Radical Love”. Children and Youth Services Review.https://doi.org/10.1016/j.childyouth.2022.106548

• Valero-Errazu, D., Elboj-Saso, C., & Munté-Pascual, A. (2022). Apoyo
  socioemocional para alumnado inmigrante como factor de éxito escolar. magis,
  Revista Internacional de Investigación en Educación, 15, 1-22 https://doi.org/10.11144/Javeriana.m15.asai

• Valls, R., Elboj, C., Serradell, O., Díez-Palomar, J., Aiello, E., Racionero, S., Vidu, A., Roca, E., Joanpere, M., & López de Aguileta, A. (2022) Promoting Admiration of Foucault Hiding his Defense of Rape and Pederasty. International and Multidisciplinary Journal of Social Sciences 11 (1) 3-26.https://doi.org/10.17583/rimcis.9560

• Valls-Carol, R., Puigvert, L., Vidu, A. ., & López de Aguileta, G. (2022). Presenting Beauvoir as a feminist neglecting her defense and accusations of pedophilia. Social and Education History. https://doi.org/10.17583/hse.9934

• Valls-Carol, R., Rodrigues de Mello, R., Rodríguez-Oramas, A., Khalfaoui, A., Roca-Campos, E., Guo, M., & Redondo, G. (2022).The Critical Pedagogy that Transforms the Reality. International Journal of Sociology of Education11 (1), 58-71. http://dx.doi.org/10.17583/rise.7088

• Valls, R., Serradell, O., Campdepadrós, R., & de Botton, L. (2022). Qualitative Methodology Innovation That Promotes Educational Success of Children of Immigrant Families in Disadvantaged Contexts. International Journal of Qualitative Methods, 21. https://doi.org/10.1177/16094069221078735

• Villarejo-Carballido, B.; Pulido, C.M.; Zubiri-Esnaola, H.; Oliver, E. (2022).  Young People’s Voices and Science for Overcoming Toxic Relationships Represented in Sex Education. International Journal of Environmental Research and Public Health, 19(6) 3316; https://doi.org/10.3390/ijerph19063316

• Zubiri-Esnaola, H., Racionero-Plaza, S., Fernández-Villardón, A. & Carbonell, S. (2022). “It was Very Liberating”. Dialogic Literary Gatherings Supporting Mental Health Literacy. Community Mental Health Journal. https://doi.org/10.1007/s10597-022-01071-0

2021

• Aiello, E., Donovan, C., Duque, E., Fabrizio, S., Flecha, R. Holm, P., Molina, S., Oliver, E. and Reale, E. (2021). Effective strategies that enhance the social impact of social sciences and humanities research, Evidence & Policy, vol 17, no 1, 131–146 (16), https://doi.org/10.1332/174426420X15834126054137

• Aiello, E., & Sorde-Marti, T. (2021). Capturing the Impact of Public Narrative: Methodological Challenges Encountered and Opportunities Opened. International Journal of Qualitative Methods, 20. https://doi.org/10.1177/16094069211050160

• Álvarez-Guerrero, G., López de Aguilet,a A., Racionero-Plaza, S. & Flores-Moncada, L.G.  (2021) Beyond the School Walls: Keeping Interactive Learning Environments Alive in Confinement for Students in Special Education. Frontiers in Psychology, 12, 662646. https://doi.org/10.3389/fpsyg.2021.662646

• Aubert, A. & Flecha, R. (2021) Health and Well-Being Consequences for Gender Violence Survivors from Isolating Gender Violence. International Journal of Environmental Research and Public Health, 18(16), 8626. https://doi.org/10.3390/ijerph18168626

• Campdepadrós-Cullell, R., De Botton, L. (2021). The Role of the Dialogical Model of Conflict Resolution in the Prevention of Violent Radicalization. In: Bonino, S., Ricucci, R. (eds) Islam and Security in the West. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-67925-5_7

• Campdepadrós-Cullell, R.; Pulido-Rodríguez, M.Á.; Marauri, J.; Racionero-Plaza, S. (2021). Interreligious Dialogue Groups Enabling Human Agency. Religions, 12, 189. https://doi.org/10.3390/rel12030189

• De Botton, L.; Ramos, R.; Soler-Gallart, M.; Suriñach, J. (2021). Scientifically Informed Solidarity: Changing Anti-Immigrant Prejudice About Universal Access to Health. Sustainability, 13, 4174. https://doi.org/10.3390/su13084174

• Diez-Palomar, J., Ocampo Castillo, M.S., Munté Pascual, A., Oliver, E. (2021). Adults with special educational needs participating in interactive learning environments in adult education: educational, social and personal improvements. A case Study. Frontiers in Psychology https://doi.org/10.3389/fpsyg.2021.662867

• Díez-Palomar, J., Chan, M.C.E., Clarke, D. & Padrós, M. (2021). How does dialogical talk promote student learning during small group work? An exploratory study. Learning, Culture and Social Interaction, 30(A). 100540.  https://doi.org/10.1016/j.lcsi.2021.100540

• Dueñas, J.M., Racionero-Plaza, S., Melgar, P., & Sanvicén-Torné, P. (2021). Identifying violence against the LGTBI+ community in Catalan universities. Life, Science, Society and Policy, 17. https://doi.org/10.1186/s40504-021-00112-y

• Duque, E. , Carbonell, S., de Botton, L. & Roca-Campos, E. (2021) Creating Learning Environments Free of Violence in Special Education Through the Dialogic Model of Prevention and Resolution of Conflicts. Frontiers Psychology 12:662831. https://doi.org/10.3389/fpsyg.2021.662831

• Duque, E., Melgar, P., Gómez-Cuevas, S., & López de Aguileta, G. (2021). ‘Tell someone’, to both women and men. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.673048

• Elboj-Saso, C.; Cortés-Pascual, A; Íñiguez-Berrozpe, T.; Lozano-Blasco, R. & Quílez-Robres, A. (2021). Emotional and Educational Accompaniment through Dialogic Literary Gatherings: A Volunteer Project for Families Who Suffer Digital Exclusion in the Context of COVID-19. Sustainability 3(3), 1206, https://doi.org/10.3390/su13031206

• Fernández-Villardón, A., Valls-Carol, R., Melgar Alcantud, P., & Tellado, I. (2021). Enhancing Literacy and Communicative Skills of Students With Disabilities in Special Schools Through Dialogic Literary Gatherings. Frontiers in psychology, 12, 662639. https://doi.org/10.3389/fpsyg.2021.662639

• Flecha, R. (2021). Second-Order Sexual Harassment: Violence Against the Silence Breakers Who Support the Victims. Violence against women, 27(11). 1980-1999.  https://doi.org/10.1177/1077801220975495

• Gallardo-Nieto, E. M., Gómez, A., Gairal-Casadó, R., & del Mar Ramis-Salas, M. (2021). Sexual orientation, gender identity and gender expression-based violence in Catalan universities: qualitative findings from university students and staff. Archives of Public Health, 79(1), 1-13. https://doi.org/10.1186/s13690-021-00532-4

• Gallardo-Nieto, E. M., Espinosa-Spínola, M., Ríos-González, O., & García-Yeste, C. (2021). Transphobic Violence in Educational Centers: Risk Factors and Consequences in the Victims’ Wellbeing and Health. Sustainability, 13(4), 1638. https://doi.org/10.3390/su13041638

• Garcia-Yeste, C.; Botton, L.d.; Alvarez, P.; Campdepadros, R. (2021). Actions to Promote the Employment and Social Inclusion of Muslim Women Who Wear the Hijab in Catalonia (Spain). Sustainability,13, 6991. https://doi.org/10.3390/su13136991

• Halverson, E.R., Soler-Gallart, M., & Cadavid, S. (2021) Editorial: Social Impact of Research in Psychology. Frontiers in Psychology. 12:663817. doi: 10.3389/fpsyg.2021.663817

• Iñiguez- Berrozpe, T.; Orejudo-Hernández, S.;  Ruiz-Eugenio, L. & Elboj-Saso, C. (2021). School Networks of Positive Relationships, Attitudes against Violence, and Prevention of Relational Bullying in Victim, Bystander, and Aggressor Agents. Journal of School Violence, https://doi.org/10.1080/15388220.2021.1875842

• Joanpere, M., Redondo-Sama, G., Aubert, A. & Flecha, R. (2021). I Only Want Passionate Relationships: Are You Ready for That?. Frontiers in Psychology, 12:673953. https://doi.org/10.3389/fpsyg.2021.673953

• Khalfaoui, A., Burgués, A., Duque, E., & Munté, A.(2021). Believers, Attractiveness and Values. Religions 12(3), 213. https://doi.org/10.3390/rel12030213

• Khalfaoui-Larrañaga, A.; Alvarez, P.; Gutiérrez-Esteban, P. & Flecha, R. (2021) “I Also Like it that People Care about Me.” Children’s Dialogues on Values, Emotions and Feelings in Dialogic Literary Gatherings.  Journal of Language, Identity & Education. http://doi.org/10.1080/15348458.2021.1956318

• López de Aguileta, G., & Soler-Gallart, M.(2021). Aprendizaje significativo de Ausubel y segregación educativa. Multidisciplinary Journal of Educational Research,11(1), 1-19. https://doi.org/10.17583/remie.0.7431

• López de Aguileta, A., Melgar, P., Torras-Gómez, E. & Gutiérrez-Fernández, N. (2021). The Consequences of Disdainful Hook-Ups for Later Egalitarian Relationships of Girls. International Journal of Environmental Research and Public Health, 18, 9521. https://doi.org/10.3390/ijerph18189521

• López de Aguileta, G., Torras-Gómez, E., Padrós, M., & Oliver, E. (2021). Dialogic Reconstruction of Memory: A Methodological Contribution Aimed at Social Impact on Youth’s Sexual-Affective Relationships. International Journal of Qualitative Methods, 20, 1-9, https://doi.org/10.1177/16094069211034596.

• Melgar, P.; Campdepadrós-Cullel, R.; Fuentes-Pumarola, C.; & Mut-Montalvà, E. (2021). ‘I think I will need help’: A systematic review of who facilitates the recovery from gender‐based violence and how they do so. Health Expectations. https://doi.org/10.1111/hex.13157

• Melgar, P., Geis-Carreras, G., Flecha, R., & Soler, M. (2021). Fear to Retaliation: The Most Frequent Reason for Not Helping Victims of Gender Violence. International and Multidisciplinary Journal of Social Sciences, 10(2), 31–50. https://doi.org/10.17583/rimcis.2021.8305

• Melgar, P., Merodio, G., Duque, E., & Ramis-Salas, M. (2021). “Petites Bonnes” minors sex trafficked in Morocco and Spain. Children and Youth Services Review. https://doi.org/10.1016/j.childyouth.2020.105719

• Melgar-Alcantud, P., Puigvert, L., Ríos, O.; & Duque, E., (2021). Language of Desire: A Methodological Contribution to Overcoming Gender Violence. International Journal of Qualitative Methods. https://doi.org/10.1177/16094069211034597

• Merodio, G., & Duque, E. (2021).SexTrafficking of Women. Civil Society Activism Against Sexual Slavery Between the 19th and the Early 20th Century.Social and Education History, 10(2), 109-133. http://dx.doi.org/10.17583/hse.2021.7043

• Molina Roldán, S., Marauri, J., Aubert, A. & Flecha, R. (2021). How Inclusive Interactive Learning Environments Benefit Students Without Special Needs. Frontiers in Psychology, 12:661427. http://doi: 10.3389/fpsyg.2021.661427

• Morlà-Folch, T., Aubert, A., Burgués de Freitas, A., & Hernández-Lara, A.B. (2021). The Mondragon Case: Companies Addressing Social Impact and Dialogic Methodologies. International Journal of Qualitative Methods, 20, 1–9 https://doi.org/10.1177/16094069211058614

• Oliver, E.; Llasat, M.C.; Llasat-Botija, M.; Díez-Palomar, J.  (2021). Twitter’s Messages about Hydrometeorological Events. A Study on the Social Impact of Climate Change. Sustainability, 13, 3579. https://doi.org/10.3390/su13063579

• Padrós Cuxart, M., Molina Roldán, S., Gismero, E. & Tellado, I. (2021). Evidence of Gender Violence Negative Impact on Health as a Lever to Change Adolescents’ Attitudes and Preferences towards Dominant Traditional Masculinities. International Journal of Environmental Research and Public Health,18(18), 9610. https://doi.org/10.3390/ijerph18189610

• Padrós-Cuxart M, Rodrigues de Mello R, Ramis-Salas M, Duque E (2021) Dialogic gathering of films. Promoting meaningful online interactions during COVID-19 confinement. PLoS ONE 16(7): e0254132. https://doi.org/10.1371/journal.pone.0254132

• Puigvert, L., Duque, E., Merodio, G. and Melgar, P. (2021) A systematic review of family and social relationships: implications for sex trafficking recruitment and victimisation, Families, Relationships and Societies, vol XX, no XX, 1–17. http://doir.org/ 10.1332/ 204674321X16358719475186

• Puigvert, L.; Vidu, A.; Melgar, P.; Salceda, M. (2021). BraveNet Upstander Social Network against Second Order of Sexual Harassment. Sustainability, 13, 4135. https://doi.org/10.3390/su13084135

• Pulido, C. M., Vidu, A., Racionero-Plaza, S., & Puigvert, L. (2021). I Do It, but I Decide With Whom. Frontiers in Psychology, 12, 673617. doi: 10.3389/fpsyg.2021.673617

• Pulido, C., Vidu A., Rodrigues de Mello, R., Oliver, E. (2021).  Zero Tolerance of Children’s Sexual Abuse from Interreligious Dialogue. Religions. 2021; 12(7) ,49. https://doi.org/10.3390/rel12070549

• Pulido,C.  Villarejo Carballido, B., Vidu, A., Ramis, M. &, Flecha, T. (2021) “Voices against Silence”: a case study of the social impact of journalism, Feminist Media Studies. https://doi.org/10.1080/14680777.2021.1992643

• Pulido Rodriguez, C. M., Ovseiko, P., Font Palomar, M., Kumpulainen, K., & Ramis, M. (2021). Capturing Emerging Realities in Citizen Engagement in Science in Social Media: A Social Media Analytics Protocol for the Allinteract Study. International Journal of Qualitative Methods. https://doi.org/10.1177/16094069211050163

• Racionero-Plaza, S., Duque E., Padrós M., & Roldán S.M. (2021) “Your Friends Do Matter”: Peer Group Talk in Adolescence and Gender Violence Victimization. Children., 8(2), 65. https://doi.org/10.3390/children802006

• Racionero-Plaza, S.,Piñero León, JA., Morales Iglesias, M., & Ugalde, L. (2021) Toxic Nightlife Relationships, Substance Abuse, and Mental Health: Is There a Link? A Qualitative Case Study of Two Patients. Front. Psychiatry. 11:608219. doi: 10.3389/fpsyt.2020.608219

• Racionero-Plaza, S., Tellado, I., Aguilera, A., & Prados, M. (2021). Gender violence among youth: an effective program of preventive socialization to address a public health problem. AIMS public health, 8(1), 66. doi: 10.3934/publichealth.2021005

• Racionero-Plaza, S., Vidu, A., Diez-Palomar, J., & Gutierrez Fernandez, N. (2021). Overcoming Limitations for Research During the COVID-19 Pandemic via the Communicative Methodology: The Case of Homelessness During the Spanish Home Confinement. International Journal of Qualitative Methods, 20, https://doi.org/10.1177/16094069211050164

• Redondo-Sama, G., Morlà-Folch, T., Burgués, A., Amador, J,, & Magaraggia,S. (2021). Create Solidarity Networks: Dialogs in Reddit to Overcome Depression and Suicidal Ideation among Males. International Journal of Environmental Research and Public Health, 18(22), 11927. https://doi.org/10.3390/ijerph182211927

• Ríos-González, O.; Ramis-Salas, M.; Peña-Axt, J.C.; Racionero-Plaza, S. (2021). Alternative Friendships to Improve Men’s Health Status. The Impact of the New Alternative Masculinities’ Approach. Int. J. Environ. Res. Public Health  18, 2188. https://doi.org/10.3390/ijerph18042188

• Roca-Campos, E.; Renta-Davids, A.I.; Marhuenda-Fluixá, F.; Flecha, R. (2021). Educational Impact Evaluation of Professional Development of In-Service Teachers: The Case of the Dialogic Pedagogical Gatherings at Valencia “On Giants’ Shoulders”. Sustainability, 13, 4275. https://doi.org/10.3390/su13084275

• Roca-Campos, E.; Gómez, S.; Carbonell, S.y Canal, J.M. (2021).Impacto del viaje de Freire a Valencia. Social and Education History, 10(3), 213-237. https://dx.doi.org/10.17583/hse.8911

• Roca-Campos, E., Duque Sanchez, E., Rios-Gonzalez, O., & Ramis-Salas, M. (2021). The Zero Violence Brave Club: A Successful Intervention to Prevent and Address Bullying in Schools. Frontiers in Psychiatry, 12, 855. https://doi.org/10.3389/fpsyt.2021.601424

• Rodríguez-Oramas A., Alvarez P., Ramis-Salas, M. Ruiz-Eugenio, L. (2021). The Impact of Evidence-Based Dialogic Training of Special Education Teachers on the Creation of More Inclusive and Interactive Learning Environments. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.641426

• Rodriguez-Oramas, A.;  Morla-Folch, T.;  Vieites Casado, M. &  Ruiz-Eugenio, L. (2021). Improving students’ academic performance and reducing conflicts through family involvement in primary school learning activities: a Mexican case study. Cambridge Journal of Education. https://doi.org/10.1080/0305764X.2021.1973374

• Rodrigues de Mello R., Soler-Gallart M., Braga, F. M & Natividad-Sancho, L. (2021) Dialogic Feminist Gathering and the Prevention of Gender Violence in Girls With Intellectual Disabilities. Frontiers in Psychology, 12,662241.    https://doi.org/10.3389/fpsyg.2021.662241

• Rodrigues-Mello R, Bonell-García L, Castro-Sandúa M and Oliver-Pérez E (2021). “Three Steps Above Heaven? Really? That’s All Tactic!” New Alternative Masculinities Dismantling Dominant Traditional Masculinity’s Strategies. Frontiers in Psychology. 12:673829. https://www.doi.org/10.3389/fpsyg.2021.673829

• Ruiz-Eugenio L.; Toledo del Cerro, A.; Crowther J.; Merodio G. (2021). Making Choices in Discourse: New Alternative Masculinities Opposing the “Warrior’s Rest”. Frontiers in Psychology, 12. doi: https://doi.org/10.3389/fpsyg.2021.674054

• Ruiz-Eugenio, L.; Toledo del Cerro, A.; Gómez-Cuevas, S.; Villarejo-Carballido, B. (2021). Qualitative Study on Dialogic Literary Gatherings as Co-creation Intervention and Its Impact on Psychological and Social Well-Being in Women During the COVID-19 Lockdown. Frontiers in Public Health, 9, 217. https://doi.org/10.3389/fpubh.2021.602964

• Salvadó, Z.; Garcia-Yeste, C.; Gairal, R., & Novo, M. (2021). Scientific workshop program to improve science identity, science capital and educational aspirations of children at risk of social exclusion. Children and Youth Services Review, 129, 106189. https://doi.org/10.1016/j.childyouth.2021.106189

•  Santiago-Garabieta M., García-Carrión R., Zubiri-Esnaola H., & López de Aguileta G. (2021). Inclusion of L2 (Basque) learners in Dialogic Literary Gatherings in a linguistically diverse context. Language Teaching Research. https://doi.org/10.1177/1362168821994142

• Steine, I.M; Skogen, J.C.;  Mari Hysing, M.; Puigvert, L-; Schønning, V. & Sivertsen, B. (2021). Sexual harassment and assault predict sleep disturbances and is partly mediated by nightmares: Findings from a national survey of all university students in Norway. Journal of Sleep Research. https://doi.org/10.1111/jsr.13338

• Torras-Gómez, E., Ruiz-Eugenio, L., Sordé-Martí, T., & Duque, E. (2021). Challenging Bourdieu’s Theory: Dialogic Interaction as a Means to Provide Access to Highbrow Culture for All. SAGE Open. https://doi.org/10.1177/21582440211010739

• Ugalde, L., Santiago-Garabieta, M., Villarejo-Carballido, B. & Puigvert, L. (2021). Impact of Interactive Learning Environments on Learning and Cognitive Development of Children With Special Educational Needs: A Literature Review. Frontiers in Psychology, 12:674033. http://doi: 10.3389/fpsyg.2021.674033

• Valls-Carol, R., Álvarez-Guerrero, G., López de Aguileta, G., Alonso, Á., & Soler-Gallart, M. (2021). Citizen Debates in Social Networks about Didactic Resources for Mathematics. International Journal of Environmental Research and Public Health, 18(21), 11686. doi:10.3390/ijerph182111686

• Valls-Carol, R., Madrid-Pérez, A., Merrill, B., & Legorburo-Torres, G. (2021). «Come on! He Has Never Cooked in His Life!» New Alternative Masculinities Putting Everything in Its Place. Frontiers in psychology, 12, 674675. https://doi.org/10.3389/fpsyg.2021.674675

• Vidu, A., Tomás, G. & Flecha, R. (2021). Pioneer Legislation on Second Order of Sexual Harassment: Sociolegal Innovation in Addressing Sexual Harassment. Sexuality Research and Social Policy. https://doi.org/10.1007/s13178-021-00571-0

• Vidu, A., Puigvert, L., Flecha, R.. & López de Aguileta, G. (2021). The Concept and the Name of Isolating Gender Violence. Multidisciplinary Journal of Gender Studies, 10(2), 176-200. http://doi:10.17583/generos.2021.8622

• Vieites Casado, M.; Flecha, A.; Catalin Mara, L. (2021). Dialogic Methods for Scalability of Successful Educational Actions in Portugal. International Journal of Qualitative Methods, 20, 1-12. https://doi.org/10.1177/16094069211020165
   

2020

• Álvarez, G., Aiello, E., Aubert, A., García, T., Torrens, X., & Vieites, M. (2020). The Dialogic Public Policy: A Successful Case. Qualitative Inquiry, 26(8–9), 1041–1047. https://doi.org/10.1177/1077800420938886

• Barros-del Rio, M.A.; Álvarez, P.; Molina, S. (2020). Implementing Dialogic Gatherings in TESOL teacher education. Innovation in Language Learning and Teaching. https://doi.org/10.1080/17501229.2020.1737075

• Buslón, N., Gairal, R., León, S., Padrós, M., & Reale, E. (2020). The Scientific Self-Literacy of Ordinary People: Scientific Dialogic Gatherings. Qualitative Inquiry. https://doi.org/10.1177/1077800420938725

• Campdepadrós, R.; Molina, S.; Ramis, M.; & de Botton, L. (2020).  The Vic Model: From school redistribution to xenophobic voting. Political Geography, 83. https://doi.org/10.1016/j.polgeo.2020.102254

• Campos, J.A.; Aubert, A.; Guo, M.; Joanpere, M. (2020). Improved Leadership Skills and Aptitudes in an Excellence EMBA Programme: Creating Synergies with Dialogic Leadership to Achieve Social Impact. Frontiers in Psychology. https://10.3389/fpsyg.2020.00017

• Díez-Palomar J., García-Carrión R., Hargreaves L., Vieites, M. (2020) Transforming students’ attitudes towards learning through the use of successful educational actions. PLoS ONE ,15(10): e0240292. https://doi.org/10.1371/journal.pone.0240292

• Duque, E., Gairal, R., Molina, S., Roca, E. (2020). How the Psychology of education contributes to research with a social impact on the education of students with special needs: the case of successful educational actions. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2020.00439

• Duque, E.; Rodríguez-Conde, J.; Puigvert, L.; Peña-Axt, J.C. (2020) Bartenders and Customers’ Interactions. Influence on Sexual Assaults in Nightlife. Sustainability,  12(15), 6111. https://doi.org/10.3390/su12156111

• Elboj-Saso, C.; Íñiguez, T.; & Valero, D. (2020) Relations With the Educational Community and Transformative Beliefs Against Gender-Based Violence as Preventive Factors of Sexual Violence in Secondary Education. Journal of Interpersonal Violence. http://dx.doi.org/10.1177/0886260520913642

• Enciso-Santocildes, M., Vidu, A. and Gómez-Urquijo, L. (2020).Drivers for a cross-sector successful collaboration: the Basque country model of action. International Journal of Social Economics, 47(2), 268-284. https://doi.org/10.1108/IJSE-06-2019-0378  

• Fernández-Villardon, A.; Álvarez, P.; Ugalde, L. & Tellado, I. (2020). Fostering the Social Development of Children with Special Educational Needs or Disabilities (SEND) through Dialogue and Interaction: A Literature Review. Social Science, 9(6), 97; https://doi.org/10.3390/socsci9060097

• Flecha, R. (2020). Contributions from Social Theory to Sustainability for All. Sustainability, 2(23), 9949. https://doi.org/10.3390/su12239949

• Flecha, R.; Tomás, G.; Vidu, A. (2020). Contributions from psychology to effective use and achievement of sexual consents. Frontiers in Psychology. https://10.3389/fpsyg.2020.00092

• García-Carrión, R.; Lopez De Aguileta, G.; Padrós, M.; Ramis-Salas, M. (2020). Implications for Social Impact of Dialogic Teaching and Learning. Frontiers in Psychology. https://10.3389/fpsyg.2020.00140

• García-Carrión, R., Villardón-Gallego, L., Martínez-de-la-Hidalga, Z., & Marauri, J. (2020). Exploring the Impact of Dialogic Literary Gatherings on Students’ Relationships With a Communicative Approach. Qualitative Inquiry. https://doi.org/10.1177/1077800420938879

• García-Carrión, R.; Padrós Cuxart, M.; Alvarez, P.; Flecha, A. (2020) Teacher Induction in Schools as Learning Communities: Successful Pathways to Teachers’ Professional Development in a Diverse School Serving Students Living in Poverty. Sustainability, 12(17), 7146; https://doi.org/10.3390/su12177146

• Garcia Yeste, C.; Joanpere, M.; Rios, O.; Morlà, T. (2020). Creative friendship and political diversity in Catalonia. Journal of Social and Personal Relationships. http://doi.org/10.1177/0265407520916827

• Garcia Yeste, C.; El Miri, O.; Álvarez, P.; & Morlà, T. (2020). Muslim women wearing the niqab in Spain: Dialogues around discrimination, identity and freedom. International Journal of Intercultural Relations, 75, 95-100. https://doi.org/10.1016/j.ijintrel.2020.02.003

• Girbés-Peco, S., Foraster, MJ, Mara, LC y Morlà-Folch, T. (2020). The role of the democratic organitzation in the La borda housing cooperative in Spain. Habitat International ,  102 , 102208. https://doi.org/10.1016/j.habitatint.2020.102208

• Guo, M.; Joanpere, M.; Pulido, C.; Padrós Cuxart, M. (2020). Coping of Chinese Citizens Living in Spain during the COVID-19 Pandemic: Lessons for Personal Well-Being and Social Cohesion. Sustainability, 12(19), 7949; https://doi.org/10.3390/su12197949

• Íñiguez-Berrozpe, Tatiana; Cano-Escoriaza, Jacobo; Cortés-Pascual, Alejandra and Elboj-Saso, Carmen (2020). “Structural Model of Concurrence Among Relational Bullying and Cyberbullying: Victims, Aggressors and Bystanders”. Revista Española de Investigaciones Sociológicas, 171: 63-84. http://dx.doi.org/10.5477/cis/reis.171.63

• Iñiguez Berrozpe, Tatiana; Elboj Saso, Carmen; Flecha, Ainhoa; Marcaletti, Francesco. (2020). Benefits of adult education participation for low-educated women. Adult Education Quarterly, 70(1), 64-88. https://doi.org/10.1177/0741713619870793

• Iñiguez-Berrozpe, T.; Marcaletti, F.; Elboj-Saso, C.; Garavaglia, E. (2020). Conceptualising, Analysing and Training in Adults in the Knowledge Society. Sociologia del lavoro, 156, 143-169,. http://dx.doi.org/10.3280/SL2020-156007

• Khalfaoui, A., García-Carrión, R. & Villardón-Gallego, L. A. (2020). Systematic Review of the Literature on Aspects Affecting Positive Classroom Climate in Multicultural Early Childhood Education. Early Childhood Education Journal https://doi.org/10.1007/s10643-020-01054-4

• Khalfaoui, A., García-Carrión, R. & Villardón-Gallego, L. A. (2020). Bridging the gap: engaging Roma and migrant families in early childhood education through trust-based relationships. European Early Childhood Education Research Journal , 28(5).https://doi.org/10.1080/1350293X.2020.1817241

• Khalfaoui, A., García-Carrión, R., Villardón-Gallego, L., & Duque, E. (2020). Help and Solidarity Interactions in Interactive Groups: A Case Study with Roma and Immigrant Preschoolers. Social Sciences, 9(7), 116. MDPI AG. Retrieved from http://dx.doi.org/10.3390/socsci9070116

• León-Jiménez, S.; Villarejo-Carballido, B.; López de Aguileta, G.; Puigvert, L. (2020). Propelling Children’s Empathy and Friendship. Sustainability, 12(18), 7288. https://doi.org/10.3390/su12187288

• López de Aguileta, G., & Torras-Gómez, E. (2020). Editorial: Contributions from Social Sciences to COVID-19 Pandemic. International and Multidisciplinary Journal of Social Sciences, 9(2), 102-106. http://doi.org/10.17583/rimcis.2020.6160

• López de Aguileta, G.; Torras-Gómez, E.; García-Carrión, R. & Flecha, R. (2020) The emergence of the language of desire toward nonviolent relationships during the dialogic literary gatherings, Language and Education, DOI: 10.1080/09500782.2020.1801715

• Madrid, A., Joanpere, M., de Botton, L., & Campdepadrós, R. (2020). Media Manipulation Against Social Justice Researchers: Second-Order Sexual Harassment. Qualitative Inquiry. https://doi.org/10.1177/1077800420938853

• Mara, L.C., Brunet, I., & Cabré Olivé, J. (2020). Innovation skills training in a lifelong learning programme for unemployed people, in Catalonia (Spain). Innovation: The European Journal of Social Science Research, https://doi.org/10.1080/13511610.2020.1774353

• Marauri Ceballos J., Villarejo Carballido, B., & García Carrión, R. (2020). Las Tertulias Teológicas Dialógicas en Educación Primaria: Aprendizaje y Enseñanza de la Religión en un Espacio Dialógico. Social and Education History, 9(2), 201-223. https://doi.org/10.17583/hse.2020.4914

• Matulič-Domadzič, V.; Munté, A., De Vicente-Zueras, I. and León-Jiménez, S. (2020). «Life starts for me again». Social impact of psychology on programs for homeless people: Solidarity networks for the effectiveness of interventions. Frontiers in Psychology. https://10.3389/fpsyg.2019.03069

• Merodio, G., Duque, E., & Peña, J. C. (2020). They Are Not Romeo Pimps, They Are Traffickers: Overcoming the Socially Dominant Discourse to Prevent the Sex Trafficking of Youth. Qualitative Inquiry. https://doi.org/10.1177/1077800420938881

• Merodio, G.; Ramis-Salas, M.; Valero, D.; Aubert, A. (2020). How Much Is One Life Worth? The Right to Equity Healthcare for Improving Older Patients’ Health Infected by COVID-19. Sustainability,  12(17), 6848; https://doi.org/10.3390/su12176848

• Morlà-Folch, T., Ríos González, O., Mara, L.C., & García Yeste, C. (2020). Impact of the extension of learning time on the learning space of the platform for people affected by mortgages Tarragona. Learning, Culture and Social Interaction, 24. https://10.1016/j.lcsi.2019.100369

• Munté, A.; de Vicente, I.; Matulic, V.; & Amador, J. (2020). The invisible feminist action of Roma families. Affilia. https://doi.org/10.1177/0886109920906780

• Oliver, E., Scharnhorst, A., Cabré, J., & Ionescu, V. (2020). SIOR: An Egalitarian Scientific Agora. Qualitative Inquiry. https://doi.org/10.1177/1077800420938428

• Pejić Bach, M., Pulido, C., Suša Vugec, D., Ionescu, V., Redondo-Sama, G. & Ruiz-Eugenio, L. (2020). Fostering Social Project Impact with Twitter: Current Usage and Perspectives. Sustainability, 12(15), 6290; https://doi.org/10.3390/su12156290

• Puigvert, L.; Aiello, E., Oliver, E., Ramis-Salas, M. (2020) Grassroots community actors leading the way in the prevention of youth violent radicalization. PLoS ONE, 15(10): e0239897. https://doi.org/10.1371/journal.pone.0239897

• Pulido, C. M., Villarejo-Carballido, B., Redondo-Sama, G., & Gómez, A. (2020). COVID-19 infodemic: More retweets for science-based information on coronavirus than for false information. International Sociology. https://doi.org/10.1177/0268580920914755

• Pulido Rodríguez, C., Villarejo Carballido, B., RedondoSama, G., Guo, M., Ramis, M., & Flecha, R. (2020). False News Around COVID-19 Circulated Less On Sina Weibo Than On Twitter. How To Overcome False Information? International and Multidisciplinary Journal of Social Sciences, 9(2), 1-22. https://doi.org/10.17583/rimcis.2020.5386

• Pulido, C.; Mara, L.C.; & Ionescu, Vl. (2020). Social impact of psychological research on well-being shared in social media. Frontiers in Psychology. https://10.3389/fpsyg.2020.00135

• Pulido, C.; Ruíz-Eugenio, L.; Redondo-Sama, G.; Villarejo-Carballido, B. (2020). A new application of SISM for overcoming fake news in Health. International Journal of Environmental Research and Public Health, 7(7), 2430. https://doi.org/10.3390/ijerph17072430

• Racionero, S.; Ugalde, L., Merodio, G.; Gutiérrez, N. (2020). «Architects of their own brain». Social impact of an intervention study for the prevention of gender-based violence in adolescence. Frontiers in Psychology. https://10.3389/fpsyg.2019.03070

• Racionero-Plaza, S., Ugalde, L., Vidu, A., Melgar, P., & Navarrete, N. (2020). The Impact of Radical Love on Human Memory. Qualitative Inquiry. https://doi.org/10.1177/1077800420938884

• Ramis-Salas, M. (2020). The Debate About the Human Papilloma Virus Vaccine: The Impact of an Evidence-Based Communicative Method on Increasing Free Choice. Qualitative Inquiry. https://doi.org/10.1177/1077800420938861

• Redondo, G.; Díez-Palomar, J.; Campdepadrós, R.; & Morlà, T. (2020). Impact Assessment in Psychological Research and Communicative Methodology. Frontiers in Psychology. https://10.3389/fpsyg.2020.00286

• Redondo-Sama, G. (2020). Supporting Democracy Through Leadership in Organizations. Qualitative Inquiry. https://doi.org/10.1177/1077800420938885

• Redondo-Sama, G.; Matulic, V.; Munté-Pascual, A.; de Vicente, I. (2020). Social Work during the COVID-19 Crisis: Responding to Urgent Social Needs. Sustainability, 12(20), 8595.  https://doi.org/10.3390/su12208595

• Roca, E.; Melgar, P.; Gairal-Casadó, R.; & Pulido, M. (2020). Schools That ‘Open Doors’ to Prevent Child Abuse in Confinement by COVID-19. Sustainability, 12(11), 4685; https://doi.org/10.3390/su12114685

• Rodríguez, J.A.; Condom-Bosch, J.L.; Ruíz, L.; & Oliver, E. (2020). On the Shoulders of Giants: Benefits of participating in a Dialogic Professional Development Program fon in-service teachers. Frontiers in Psychology. https://10.3389/fpsyg.2020.00005

• Rodríguez-Oramas, A., Zubiri, H., Arostegui, I., Serradell, O., & Sanvicén-Torné, P. (2020). Dialogue With Educators to Assess the Impact of Dialogic Teacher Training for a Zero-Violence Climate in a Nursery School. Qualitative Inquiry. https://doi.org/10.1177/1077800420938883

• Ruiz-Eugenio, L., Puigvert, L., Ríos, O., & Cisneros, R. M. (2020). Communicative Daily Life Stories: Raising Awareness About the Link Between Desire and Violence. Qualitative Inquiry. https://doi.org/10.1177/1077800420938880

• Ruiz-Eugenio, L.; Torras-Gómez, E.; López de Aguileta-Jaussi, G.; Gutiérrez-Fernández, N.  (2020) Changes in Tongue Kissing in Hook-Ups after COVID-19. Sustainability, 12(16), 6309; https://doi.org/10.3390/su12166309

• Ruiz‑Eugenio, L.; Racionero, S.; Duque, E.; & Puigvert, L. (2020).  Female university students’ preferences for different types of sexual relationships: implications for gender‑based violence prevention programs and policies. BMC Women’s Health,  20(266). https://doi.org/10.1186/s12905‑020‑01131‑1

• Ruiz-Eugenio, L.; Roca-Campos, E.; León-Jiménez, S.; Ramis-Salas, M. (2020). Child Well-being in Times of Confinement: The Impact of Dialogic Literary Gatherings Transferred to Homes. Frontiers in Psychology, https://doi.org/10.3389/fpsyg.2020.567449

• Salceda, M.; Vidu, A.; Aubert, A.; Roca, E. (2020). Dialogic Feminist Gatherings: Impact of the Preventive Socialization of Gender-Based Violence on Adolescent Girls in Out-of-Home Care. Social Sciences,  9(8), 138; https://doi.org/10.3390/socsci9080138

• Soler, M.; Morlà-Folch, T.; García-Carrión, R.; & Valls, R. (2020). Transforming rural education in Colombia through family participation: the case of school as a learning community. Journal of Social Science Education, 4-2020, 67-80.
  https://doi.org/10.4119/jsse-3251

• Soler, M., & Gómez, A. (2020). A Citizen’s Claim: Science With and for Society. Qualitative Inquiry. https://doi.org/10.1177/1077800420938104

• Sordé Martí, T., Flecha, R., Rodríguez, J. A., & Bosch, J. L. C. (2020). Qualitative Inquiry: A Key Element for Assessing the Social Impact of Research. Qualitative Inquiry. https://doi.org/10.1177/1077800420938117

• Tellado, I., Lepori, B., & Morla-Folch, T. (2020). WIEGO: Communicative Daily Life Stories to Assess Social Impact in the Lives of Informal Workers. Qualitative Inquiry. https://doi.org/10.1177/1077800420938680

• Torras-Gómez, E.; Puigvert, L.; Aiello, E.; Khalfaoui, A. (2020). Our Right to the Pleasure of Falling in Love. Frontiers in Psychology. https://10.3389/fpsyg.2019.03068

• Valero, D .; Elboj, C., Plaja, T. y Munté, A. (2020). Social work and the Roma community: elements to improve current practices. European Journal of Social Work. https://doi.org/10.1080/13691457.2020.1857705

• Valls, R., Avramov, D., Macías-Aranda, F., & Plaja, T. (2020). The Best Diagnosis Is the Autopsy, But It Comes Too Late. Qualitative Inquiry. https://doi.org/10.1177/1077800420938681

• Villarejo, B., López, G., & Cortés, M. (2020). The Impact of Alternative Audiovisual Products on the Socialization of the Sexual-Affective Desires of Teenagers. Qualitative Inquiry. https://doi.org/10.1177/1077800420938887

• Zubiri-Esnaola, H.; Vidu, A.; Rios-Gonzalez, O. & Morla-Folch, T. (2020). Inclusivity, participation and collaboration: Learning in interactive groups. Educational Research. https://doi.org/10.1080/00131881.2020.1755605

2019

• Aiello, E., Amador-López, J., Munté-Pascual, A., & Sordé-Martí, T. (2019). Grassroots Roma Women Organizing for Social Change: A Study of the Impact of ‘Roma Women Student Gatherings’. Sustainability, 11(15), 4054. doi: 10.3390/su11154054

• Gairal, R., Garcia, C., Novo, M.T., & Salvadó, Z. (2019). Out of school learning scientific workshops: Stimulating institutionalized Adolescents’ educational aspirations. Children and Youth Services Review, 103, 116-126. doi: 10.3389/feduc.2019.00009

• García, C., Ruiz, L., Comas, M.A. (2019). Formación de Familiares y Voluntariado. Los Beneficios de la Solidaridad en la Escuela. Multidisciplinary Journal of Educational Research, 9(2), 144-168. doi: 10.17583/remie.2019.4188

• Girbés-Peco, S., Gairal-Casadó, R., & Torrego-Egido, L. (2019). Participación de mujeres gitanas y marroquíes en la formación de familiares: beneficios educativos y psicosociales. Cultura y Educación, 1-26. doi: 10.1080/11356405.2019.1656487

• Gómez, A.(2019). Science With and for Society Through Qualitative Inquiry. Qualitative Inquiry. doi: 10.1177/1077800419863006

• Gómez, A., Padrós, M., Ríos, O., Mara, L.C. & Pukepuke, T. (2019). Reaching Social Impact Through Communicative Methodology. Researching With Rather Than on Vulnerable Populations: The Roma Case. Frontiers in Education, 4(9). doi: 10.3389/feduc.2019.00009

• Joanpere, M. & Morlà, T. (2019). Nuevas Masculinidades Alternativas, la lucha con y por el feminismo en el contexto universitario. Masculinities and Social Change, 8(1),42-63. doi: 10.17583/mcs.2019.3936

• Lopez de Aguileta, G. (2019). Developing School-relevant Language and Literacy Skills through Dialogic Literary Gatherings. International Journal of Educational Psychology, 8(1),51-71. http://dx.doi.org/10.17583/ijep.2019.4028

• Puigvert, L., Flecha Garcia, R., Racionero, S., & Sordé-Martí, T. (2019). Socioneruroscience and its contributions to conscious versus unconscious volition and control. The case of gender violence prevention. AIMS Neuroscience, 6(3). 204-218. doi: 10.3934/Neuroscience.2019.3.204

• Puigvert, L., Gelsthorpe, L., Soler-Gallart, M. & Flecha, R. (2019). Girls’ perceptions of boys with violent attitudes and behaviours, and of sexual attraction. Palgrave Communications, 5(56), doi: 10.1057/s41599-019-0262-5

• Renta, A. I.; Aubert, A., & Tierno, J.M. (2019). Influencia de la formación de familiares en la motivación del alumnado en riesgo de exclusión social. Revista Mexicana de Investigación Educativa, 24(81), 481-505.

• Rios-Gonzalez, O., Puigvert, L., Sanvicen, P., Aubert, A. (2019). Promoting zero violence from early childhood: a case study on the prevention of aggressive behavior in Cappont Nursery, European Early Childhood Education Research Journal, doi: 10.1080/1350293X.2019.1579544

• Rios, O., Garcia, C., Jiménez, J., & Ignatiou, Y. (2019). Student teachers volunteering in pre-service programmes in successful schools: Contributing to their successful training. Educación XX1, 22(1). doi: 10.5944/educxx1.22620

• Serradell, O., Ramis, M., de Botton, L., & Soler, C. (2019). Spacesfree of violence: the key role of Moroccan women in conflict prevention in schools. A case study. Journal of Gender Studies. doi: 10.1080/09589236.2019.1620096

• Serrano Amaya, J. F., & Ríos González, O. (2019). Introduction to the Special Issue: Challenges of LGBT research in the 21st century. International Sociology. doi:10.1177/0268580919856490

• Serrano, M. Á., Díez-Palomar, J., & Guasch-García, M. (2019). Análisis de las características de la formación de familiares con colectivos vulnerables. Estudios Pedagógicos, 44(3). Retrived from: http://revistas.uach.cl/index.php/estped/article/view/4218

• Torras-Gómez, E., Guo, M., & Ramis, M. (2019). Sociological Theory from Dialogic Democracy. International and Multidisciplinary Journal of Social Sciences, 8(3), 216-234. http://dx.doi.org/10.17583/rimcis.2019.4919

• Vidu, A., & Tomás Martínez, G. (2019). The Affirmative “Yes”. Sexual Offense Based on Consent. Masculinities and Social Change, 8(1), 91-112. doi: 10.17583/mcs.2019.3739

• Villarejo-Carballido, B., Pulido, C.M., de Botton, L., Serradell, O. (2019). Dialogic Model of Prevention and Resolution of Conflicts: Evidence of the Success of Cyberbullying Prevention in a Primary School in Catalonia. International Journal of Environmental Research and Public Health, 16, 918. doi: 10.3390/ijerph16060918

2018

• Aiello, E., Flecha, A., & Serradell, O. (2018). Exploring the Barriers: A Qualitative Study about the Experiences of Mid-SES Roma Navigating the Spanish Healthcare System. International Journal of Environmental Resesearch and Public Health, 15(2), 377. doi: 10.3390/ijerph15020377

• Aiello, E., Puigvert, L., & Schubert, T. (2018). Preventing violent radicalization of youth through dialogic evidence-based policies. International Sociology, 33(4), 435-453. doi: 10.1177/0268580918775882

• Amador, J., Flecha, R., Sordé, T. (2018). Drugs and Mental Health Problems among the Roma: Protective Factors Promoted by the Iglesia Evangélica Filadelfia. International Journal of Environmental Research and Public Health, 15(2), 335. doi: 10.3390/ijerph15020335

• Aubert, A., Álvarez, P., Girbés-Peco, S., & Molina, S. (2018). Overcoming feudal constraints on educational research in Spain: the impact of the CIMIE conference. Higher Education Research & Development. doi: 10.1080/07294360.2018.1544228

• Díez-Palomar, J.; Sanmamed, A.F.F.; García-Carrión, R.; Molina-Roldán, S. (2018). Pathways to Equitable and Sustainable Education through the Inclusion of Roma Students in Learning Mathematics. Sustainability, 10(2191), 701-716. doi: 10.3390/su10072191

• Garcia, C., Gairal, R., Munté, A., Plaja, T. (2018). Dialogic literary gatherings and out-of-home child care: Creation of new meanings through classic literature. Child & Family Social Work, 23(1), 62-70. doi: 10.1111/cfs.12384

• García-Carrión, R., Molina, S. & Roca, E. (2018). Interactive Learning Environments for the Educational Improvement of Students With Disabilities in Special Schools. Frontiers in Psychology, 9(1744). doi: 10.3389/fpsyg.2018.01744

• García-Carrión, R., Molina-Luque, F., & Roldán, S. M. (2018). How do vulnerable youth complete secondary education? The key role of families and the community. Journal of Youth Studies, 27(14), 701-716. doi: 10.1080/13676261.2017.1406660

• Garcia Yeste, C., Morlà, T., & Ionescu, V. (2018). Dreams of Higher Education in the Mediterrani School Through Family Education. Frontiers in Education, 3(79). doi: 10.3389/feduc.2018.00079

• Girbés-Peco, S., Renta, A.I., De Botton, L., & Álvarez, P. (2018). The Montserrat’s neighbourhood dream: involving Moroccan residents in a school-based community development process in urban Spain. Social & Cultural Geography,(Published online). doi: 10.1080/14649365.2018.1509112

• Mara, L. C. (2018). Innovation in the government-run Continuing Vocational Education and Training programme for unemployed in Catalonia (Spain): Challenges and opportunities. Intangible Capital, 14(3), 370-386. doi: http://dx.doi.org/10.3926/ic.1298

• Morlà, T., Eudave, D., & Brunet, I. (2018). Habilidades didácticas de los profesores y creatividad en la educación superior Experiencia en una universidad mexicana. Perfiles Educativos, XL(162), 100-116. Retrived from http://www.iisue.unam.mx/perfiles/articulo/2018-162-habilidades-didacticas-de-los-profesores-y-creatividad-en-la-educacion-superior-experiencia-en-una-universidad-mexicana.pdf

• Pulido, C., Redondo-Sama G., Sordé-Martí T., & Flecha, R. (2018). Social impact in social media: A new method to evaluate the social impact of research. PLoS ONE, 13(8): e0203117. doi: 10.1371/journal.pone.0203117

• Racionero, S., Ugalde, L., Puigvert, L. & Aiello, E. (2018). Reconstruction of Autobiographical Memories of Violent Sexual-Affective Relationships through Scientific Reading on Love. A Psycho-Educational Intervention to Prevent Gender Violence. Frontiers in Psychology, 9(1996). doi: 10.3389/fpsyg.2018.01996

• Ramis, M. (2018). Contributions of Freire’s Theory to Dialogic Education. Social and Education History, 7(3), 277-299 doi: 10.17583/hse.2018.3749

• Rios-Gonzalez, O., Peña Axt, J. C., Duque Sanchez, E., & De Botton Fernández, L. (2018). The language of ethics and double standards in the affective and sexual socialization of youth. Communicative acts in the family environment as protective or risk factors of intimate partner violence. Frontiers in Sociology, 19(3). doi: 10.3389/fsoc.2018.00019

• Valero, D., Redondo-Sama, G. & Elboj, C. (2018). Interactive groups for immigrant students: a factor for success in the path of immigrant students. International Journal of Inclusive Education, 22(7), 787-802. doi: 10.1080/13603116.2017.1408712

• Villardón-Gallego, L., García-Carrión, R., Yáñez-Marquina, L., & Estévez, A. (2018). Impact of the Interactive Learning Environments in Children’s Prosocial Behavior. Sustainability, 10(2138). doi: 10.3390/su10072138

2017

• Aubert, A., Molina, S., Shubert, T., Vidu, A. (2017). Learning and inclusivity via Interactive Groups in early childhood education and care in the Hope school, Spain. Learning, Culture and Social Interaction, 13, 90-103. doi: 10.1016/j.lcsi.2017.03.002

• Cabré, J., Flecha, R., Ionescu, V., Pulido, C., & Sordé-Martí T. (2017). Identifying the Relevance of Research Goals through Collecting Citizens’ Voices on Social Media. International and Multidisciplinary Journal of Social Sciences, 6(1), 70-102. doi: 10.17583/rimcis.2017.2652

• Carrillo, A., Girbés-Peco, S., De Botton, L., & Valls-Carol, R. (2017). The role of communicative acts in the Dream process: engaging Moroccan migrants in a community development initiative in urban Spain. Community Development Journal, 1-18. doi: 10.1093/cdj/bsx049

• Garcia-Carrion, R., Gomez, A., Molina, S., & Ionescu, V. (2017). Teacher Education in Schools as Learning Communities: Transforming High-Poverty Schools through Dialogic Learning. Australian Journal of Teacher Education, 42(4).doi: 10.14221/ajte.2017v42n4.4

• Garcia-Espinel, T., Aso, L., Redondo-Sama, G., Flecha, A. (2017). Roma Never Die Alone. Qualitative Health Research. 27(14), 2189-2200. doi: 10.1177/1049732317729138

• Mallart, A., Font, V., & Diez, J. (2017). Case study on mathematics pre-service teachers’ difficulties in problem posing. EURASIA Journal of Mathematics, Science and Technology Education, 14(4), 1465-1481. doi: 10.29333/ejmste/83682

• Puigdellívol, I., Molina, S., Sabando, D., Gómez, G., & Petreñas, C. (2017). When community becomes an agent of educational support: A communicative research in Learning Communities from Catalonia. Disability & Society, 32, 1065-1084. doi: 10.1080/09687599.2017.1331835

• Puigvert, L., Valls, R., Garcia Yeste, C., Aguilar, C., & Merrill, B. (2017). Resistance to and Transformations of Gender-Based Violence in Spanish Universities: A Communicative Evaluation of Social Impact. Journal of Mixed Methods Research. doi: 10.1177/1558689817731170

• Reale, E., Avramov, D., Canhial, K., Donovan, C., Flecha, R., Holm, P., Larkin, C., Lepori, B., Mosoni-Fried, J., Oliver, E., Primeri, E., Puigvert, L., Scharnhorst, A., Schubert, A., Soler, M., Soòs, S., Sordé, T., Travis, C., Van Horik, R. (2017). A review of literature on evaluating the scientific, social and political impact of social sciences and humanities research. Res Eval, 2017. doi: 10.1093/reseval/rvx025

• Tellado, I. (2017). Bridges between individuals and communities: dialogic participation fueling meaningful social engagement. Research on Ageing and Social Policy, 5(1), 8-31. doi: 10.4471/rasp.2017.2389

• Vidu, A., Valls, R., Puigvert, L., Melgar, P., & Joanpere, M. (2017). Second Order of Sexual Harassment – SOSH. Multidisciplinary Journal of Educational Research, 7(1), 1-26. doi: 10.17583/remie.2017.2505

 2016

• Alvarez, P., García-Carrión, R., Puigvert, L., Pulido, C., & Schubert, T. (2016). Beyond the Walls. The Social Reintegration of Prisoners Through the Dialogic Reading of Classic Universal Literature in Prison. International Journal of Offender Therapy and Comparative Criminology, 0(0). doi: 10.1177/0306624X16672864

• Aubert, A., Villarejo, B., Cabré, J., Santos, T. (2016). La Verneda Sant Martí adult school: a reference of popular education in the neighborhoods. Teachers College Record, 118(4), 1-32.

• Duque, E., & Teixido, J. (2016). Bullying y Género. Prevención desde la Organización Escolar. REMIE-Multidisciplinary Journal of Educational Research, 6(2), 176-204. doi: 10.17583/remie.2016.2108

• Flecha, R., & Buslón, N. (2016). 50 Años Después del Informe Coleman. Las Actuaciones Educativas de Éxito sí Mejoran los Resultados Académicos. International Journal of Sociology of Education, 5(2), 127-143. https://doi.org/10.17583/rise.2016.2087.

• Garcia-Yeste, C., Redondo-Sama, G., Padrós, M., & Melgar, P. (2016). The Modern School of Francisco Ferrer i Guàrdia (1859-1909), an International and Current Figure. Teachers College Record, 118(4), 1-36.

• Giner, E., Ruiz, L., Serrano, M.A., Valls, R. (2016).  Free Women’s contributions to working class women’s sexual education during the Spanish Civil War (1936-1939) and beyond. Teachers College Record, 118(4), 1-38.

• Llopis, A., Villarejo, B., Soler, M., & Álvarez, P. (2016). ImPoliteness and interactions in Dialogic Literary Gatherings. Journal of Pragmatics, 94, 1-11. doi: 10.1016/j.pragma.2016.01.004

• Oliver, E., Tellado, I., Yuste, M., & Larena, R. (2016). The history of the democratic adult education movement in Spain. Teachers College Record, 118(4), 1-31.

• Puigvert, L. (2016). Female University Students Respond to Gender Violence through Dialogic Feminist Gatherings. International and Multidisciplinary Journal of Social Sciences, 5(2), 183-203. doi: 10.17583/rimcis.2016.2118

• Redondo-Sama, G. (2016). Dialogic Leadership and New Alternative Masculinities: Emerging Synergies for Social Transformation. Masculinities and Social Change, 5(1), 70-91. doi: 10.17583/mcs.2016.1929

• Redondo-Sama, G. (2016). Leadership & Community Participation: A Literature Review. International and Multidisciplinary Journal of Social Sciences, 5(1), 71-92. doi: 10.17583/rimcis.2016.1998

• Ruiz-Eugenio, L. (2016). Actuaciones Integradas para la Superación de la Pobreza en Escocia: Madres Adolescentes, Familias Monoparentales y Mujeres Musulmanas. Multidisciplinary Journal of Educational Research, 6(3), 208-230. doi: 10.17583/remie.2016.2165

• Ruiz, L., & Valls, R. (2016). Social and Educational Libertarian-Oriented Movements in Spain (1900–Present): Contributing to the Development of Societies and to Overcoming Inequalities Teachers College Record, 118(4), 1-10.

• Valls, R., Puigvert, L., Melgar, P., & García-Yeste, C. (2016). Breaking the silence at the Spanish universities: the first research about violence against women. Violence Against Women, 22(13), 1519-1539. doi: 10.1177/1077801215627511

2015

• Aubert, A. (2015). Amaya, Dialogic Literary Gatherings Evoking Passion for Learning and a Transformation of the Relationships of a Roma Girl With Her Classmates. Qualitative Inquiry, 21(10), 858–864. doi: 10.1177/1077800415614034

• Campos, E. R., Gómez, A., & Burgués, A. (2015). Luisa, Transforming Personal Visions to Ensure Better Education for All Children. Qualitative Inquiry, 21(10), 843–850. doi: 10.1177/1077800415614026

• Díez-Palomar, J., & Cabré, J. (2015). Using dialogic talk to teach mathematics: the case of interactive groups. ZDM Mathematics Education, 47(7), 1299–1312. doi: 10.1007/s11858-015-0728-x

• Duque, E. (2015). Collective Biography of Female Anarchists Participating in the Free Women and Libertarian Movements. Qualitative Inquiry, 21(10), 934–940. doi: 10.1177/1077800415611692

• Elboj, C. (2015). Clara, From the Ghetto to the European Parliament. Qualitative Inquiry, 21(10), 879–885. doi: 10.1177/1077800415611695

• Fernandez, C. (2015). One Week in CREA (Community of Research on Excellence for All). Qualitative Inquiry, 21(10), 941–947. doi: 10.1177/1077800415614031

• Flecha, A. (2015). Isabel, From Adult Learner to Community Activist. Qualitative Inquiry, 21(10), 865–871. doi: 10.1177/1077800415611693

• Flecha, R., Soler-Gallart, M., & Sordé, T. (2015). Social impact: Europe must fund social sciences. Nature, 528, 193. doi: 10.1038/528193d

• Flecha, R., & Villarejo, B. (2015). Pedagogía Crítica: Un Acercamiento al Derecho Real de la Educación. Revista internacional de educación para la justicia social, 4(2), 87-100. http://dx.doi.org/10.15366/riejs2015.4.2.

• Flecha, R., & Tellado, I. (2015). Metodología comunicativa en educación de personas adultas. CEDES, 35(92), https://doi.org/10.1590/CC0101-32622015723765.

• García-Carrión, R. (2015). What the Dialogic Literary Gatherings Did for Me. Qualitative Inquiry, 21(10), 913–919. doi: 10.1177/1077800415614305

• García-Carrión, R., & Díez-Palomar, J. (2015). Learning communities: Pathways for educational success and social transformation through interactive groups in mathematics. European Educational Research Journal, 14(2), 151–166. doi: 10.1177/1474904115571793

• Girbés-Peco, S., Macías, F., & Álvarez, P. (2015). De la Escuela Gueto a una Comunidad de Aprendizaje: Un Estudio de Caso sobre la Superación de la Pobreza a Través de una Educación de Éxito. International and Multidisciplinary Journal of Social Sciences, 4(1), 88–116. doi: 10.17583/rimcis.2015.04

• Melgar, P. (2015). Interactive groups in early childhood education: First step for educational success. Intangible Capital, 11, 316-332. doi: 10.3926/ic.658

• Melgar, P. (2015). Luis, From Ex-Prisoner to Neighborhood Representative and Interlocutor With Public Administrations. Qualitative Inquiry, 21(10), 872–878. doi: 10.1177/1077800415611694

• Molina, S. (2015). La inclusión del alumnado con necesidades educativas especiales en Comunidades de Aprendizaje. Intangible Capital, 11(3), 372-392. doi: 10.3926/ic.642

• Molina, S. (2015). Alba, a Girl Who Successfully Overcomes Barriers of Intellectual Disability Through Dialogic Literary Gatherings. Qualitative Inquiry, 21(10), 927–933. doi: 10.1177/1077800415611690

• Morlà, T. (2015). Comunidades de Aprendizaje, un Sueño que hace más de 35 años que Transforma Realidades. Social and Education History, 4(2), 137–162. doi: 10.17583/hse.2015.1459

• Munté, A. (2015). The Naked Wind Turns/the Corner in Surprise. Qualitative Inquiry, 21(10), 893–898. doi: 10.1177/1077800415614033

• Pulido, C. (2015). Amina, Dreaming Beyond the Walls. Qualitative Inquiry, 21(10), 886–892. doi: 10.1177/1077800415611691

• Pulido-Rodríguez, M. A., Amador, J., & Rodrigo, E. A. (2015). Manuel, Recovering the Sense of the Democratic Movement Through Living Solidarity in Dialogic Literary Gatherings. Qualitative Inquiry, 21(10), 851–857. doi: 10.1177/1077800415614027

• Racionero-Plaza, S. (2015). Reconstructing Autobiographical Memories and Crafting a New Self Through Dialogic Literary Gatherings. Qualitative Inquiry, 21(10), 920–926. doi: 10.1177/1077800415611689

• Ramis, M. (2015). Pluralidad e igualdad en las comunidades de aprendizaje. Intangible Capital, 11(3), 293-315. doi: 10.3926/ic.580

• Ruiz, L. (2015). Transforming the Vision of Classic Literature. Qualitative Inquiry, 21(10), 899–905. doi: 10.1177/1077800415614029

• Serradell, O. (2015). Aisha, From Being Invisible to Becoming a Promoter of Social Change. Qualitative Inquiry, 21(10), 906–912. doi: 10.1177/1077800415614030

• Serradell, O., Santa Cruz, I., Mondejar E. (2015). Can the men’s movement attract young men? The men in dialogue association, Journal of Gender Studies, 24(6), 677-688. https://doi.org/10.1080/09589236.2013.872556

• Soler, M. (2015). Excellent and meaningful sociology from all over the worldz. International Sociology, 30(4), 341-342. Doi: 10.1177/0268580915589888

• Soler, M. (2015). Biographies of “Invisible” People Who Transform Their Lives and Enhance Social Transformations Through Dialogic Gatherings. Qualitative Inquiry, 21(10), 839–842. doi: 10.1177/1077800415614032

2014

• Aiello, E., & Joanpere, M. (2014). Social Creation. A New Concept for Social Sciences and Humanities. International and Multidisciplinary Journal of Social Science, 3(3), 297–313. doi: 10.4471/rimcis.2014.41

• Cheney, G., Santa Cruz, I., Peredo, A. M., & Nazareno, E. (2014). Worker cooperatives as an organizational alternative: Challenges, achievements and promise in business governance and ownership. Organization, 21(5), 591–603. doi: 10.1177/1350508414539784

• De Botton, L., Girbes, S., Ruiz, L., & Tellado, I. (2014). Moroccan mothers’ involvement in dialogic literary gatherings in a Catalan urban primary school: Increasing educative interactions and improving learning. Improving Schools, 17(3), 241–249. doi: 10.1177/1365480214556420

• Díez-Palomar, J., Capllonch, M., & Aiello, E. (2014). Analyzing Male Attractiveness Models From a Communicative Approach: Socialization, Attraction, and Gender-Based Violence. Qualitative Inquiry, 20(7), 844–849. doi: 10.1177/1077800414537205

• Flecha, R., & Ngai, P. (2014). The challenge for Mondragon: Searching for the cooperative values in times of internationalization. Organization, 21(39), 666–682. doi: 10.1177/1350508414537625

• Flecha, R., Racionero-Plaza, S., Tintoré, M., & Arbós, A. (2014). Successful Actions in Universities. Towards Excellence Taking into Account the Best Universities as a Model. Multidisciplinary Journal of Educational Research, 4(2), 131–150. doi: 10.4471/remie.2014.08

• Flecha, R. (2014). Using Mixed Methods From a Communicative Orientation: Researching With Grassroots Roma. Journal of Mixed Methods Research, 8(3), 245–254. doi: 10.1177/1558689814527945

• Flecha, R., & Soler, M. (2014). Communicative Methodology: Successful actions and dialogic democracy. Current Sociology, 62(2), 232–242. doi: 10.1177/0011392113515141

• García-Yeste, C. (2014). Overcoming Stereotypes Through the Other Women’s Communicative Daily Life Stories. Qualitative Inquiry, 20(7), 923-927. doi: 10.1177/1077800414537218

• Gómez, A. (2014). How Friendship Generates Key Research Questions That Help to Overcome Gender-Based Violence: A Personal Narrative. Qualitative Inquiry, 20(7), 934–940. doi: 10.1177/1077800414537220

• Gómez, A. (2014). New Developments in Mixed Methods With Vulnerable Groups. Journal of Mixed Methods Research, 8(3), 317–320. doi: 10.1177/1558689814527879

• Gómez, A., Munte, A., & Sorde, T. (2014). Transforming schools through minority males’ participation: Overcoming cultural stereotypes and preventing violence. Journal of Interpersonal Violence, 29(11), 2002–2020. doi: 10.1177/0886260513515949

• Mertens, D. M., Sordé, T., Sorde Marti, T., & Mertens, D. M. (2014). Mixed Methods Research With Groups at Risk New Developments and Key Debates. Journal of Mixed Methods Research, 8(3), 207–211. doi: 10.1177/1558689814527916

• Oliver, E., Tellado, I., & De Botton, L. (2014). Learning about the Importance of Education for Labour Market Transitions. Research in Comparative and International Education, 9(3), 341–353. doi: 10.2304/rcie.2014.9.3.341

• Oliver, E. (2014). Zero Violence Since Early Childhood: The Dialogic Recreation of Knowledge. Qualitative Inquiry, 20(7), 902–908. doi: 10.1177/1077800414537215

• Padrós, M. (2014). A Transformative Approach to Prevent Peer Violence in Schools Contributions From Communicative Research Methods. Qualitative Inquiry, 20(7), 916–922. doi: 10.1177/1077800414537217

• Padrós Cuxart, M., & Flecha, R. (2014). Towards a Conceptualization of Dialogic Leadership. International journal of educational leadership and management, 2(2), https://doi.org/10.4471/ijelm.2014.17

• Puigvert, L. (2014). Preventive Socialization of Gender Violence Moving Forward Using the Communicative Methodology of Research. Qualitative Inquiry, 20(7), 839–843. doi: 10.1177/1077800414537221

• Pulido, C., Elboj, C., Campdepadrós, R., & Cabré, J. (2014). Exclusionary and Transformative Dimensions Communicative Analysis Enhancing Solidarity Among Women to Overcome Gender Violence. Qualitative Inquiry, 20(7), 889–894. doi: 10.1177/1077800414537212

• Ramis, M., Martín, N., Íñiguez, T., Martin, N., & Iniguez, T. (2014). How the Dialogue in Communicative Daily Life Stories Transforms Women’s Analyses of Why They Suffered Gender Violence. Qualitative Inquiry, 20(7), 876–882. doi: 10.1177/1077800414537210

• Redondo-Sama, G., Pulido-Rodríguez, M. A., Larena, R., & De Botton, L. (2014). Not Without Them The Inclusion of Minors’ Voices on Cyber Harassment Prevention. Qualitative Inquiry, 20(7), 895–901. doi: 10.1177/1077800414537214

• Rodríguez-Navarro, H., Ríos, O., Racionero, S., & Macías, F. (2014). New methodological Insights into Communicative Acts that Promote New Alternative Masculinities. Qualitative Inquiry, 20(7), 870–875. doi: 10.1177/1077800414537209

• Rué, L., Martínez, I., Flecha, A., & Alvarez, P. (2014). Successful Communicative Focus Groups With Teenagers and Young People: How to Identify the Mirage of Upward Mobility. Qualitative Inquiry, 20(7), 863–869. doi: 10.1177/1077800414537208

• Ruiz-Eugenio, L., & Tellado, I. (2014). Joaquín Sama, the Institución Libre de Enseñanza and his friendship with Giner de los Ríos and Machado family. Social and Education History, 3(2), 185–202. doi: 10.4471/hse.2014.11

• Serradell, O., Santa Cruz, I., & Mondejar, E. (2014). Can the men’s movement attract young men? The men in dialogue association. Journal of Gender Studies, 1(12). doi: 10.1080/09589236.2013.872556

• Tellado, I., López-Calvo, L., & Alonso-Olea, M. J. M. J. (2014). Dialogic Design of Qualitative Data Collection for Researching the Mirage of Upward Mobility. Qualitative Inquiry, 20(7), 856–862. doi: 10.1177/1077800414537207

• Valls-Carol, R. (2014). Contributions for Eradicating Gender Violence Female Empowerment and Egalitarian Dialogue in the Methodological Foundations of FACEPA Women’s Group. Qualitative Inquiry, 20(7), 909–915. doi: 10.1177/1077800414537216

• Vidu, A., Schubert, T., Muñoz, B., & Duque, E. (2014). What Students Say About Gender Violence Within Universities Rising Voices From the Communicative Methodology of Research. Qualitative Inquiry, 20(7), 883–888. doi: 10.1177/1077800414537211

• Yuste, M., Serrano, M. A., Girbés, S., & Arandia, M. (2014). Romantic Love and Gender Violence Clarifying Misunderstandings Through Communicative Organization of the Research. Qualitative Inquiry, 20(7), 850–855. doi: 10.1177/1077800414537206

2013

• Aubert, A., Serradell, O., & Soler, M. (2013). Compartiendo las diferencias en un mismo espacio¿ Comunidad Societal o Patriotismo de la Constitución? Scripta Nova. Revista Electrónica de Geografía Y Ciencias Sociales, 17(427 (1)).

• Brown, M., Gómez, M., & Munté, A. (2013). Procesos dialógicos de planificación de los servicios sociales: el proceso de cambio en los barrios de La Milagrosa y La Estrella (Albacete). Scripta Nova. Revista Electrónica de Geografía Y Ciencias Sociales, 17(427 (6)).

• Burgués, A., Martin, S., & Santa Cruz, I. (2013). La relación entre cooperativas transformadoras y desigualdades sociales en los territorios. Scripta Nova. Revista Electrónica de Geografía Y Ciencias Sociales, 17(427 (4)).

• De Botton, L., & Rodríguez, M. P. (2013). Une Nouvelle Laïcité Multiculturelle. International and Multidisciplinary Journal of Social Science, 2(3), 236–256. doi: 10.4471/rimcis.2013.23

• Elboj, C., Pulido, M. A., & Welikala, T. (2013). Las tecnologías de la información y la comunicación en la salida del aislamiento rural. El caso de Ariño. Scripta Nova. Revista Electrónica de Geografía y Ciencias Sociales, 17(427 (2)).

• Flecha, A., Ruiz, L., & Vrecer, N. (2013). La alfabetización en salud y el empoderamiento de las comunidades. Scripta Nova. Revista Electrónica de Geografía Y Ciencias Sociales, 17(427 (5)).

• Flecha, R., & García, R. (2013). Transferencia de tertulias literarias dialógicas a instituciones penitenciarias. Revista de Educación, 360, 140–161. doi: 10.4438/1988-592X-RE-2013-360-224

• Flecha, R., Puigvert, L., & Rios, O. (2013). The New Alternative Masculinities and the Overcoming of Gender Violence. International and Multidisciplinary Journal of Social Sciences, 2(1), 88–113. doi: 10.17583/rimcis.2013.612

• Flecha, R., & Soler, M. (2013). Turning difficulties into possibilities: engaging Roma families and students in school through dialogic learning. Cambridge Journal of Education, 43(4), 451–465. doi: 10.1080/0305764X.2013.819068

• García, C., Lastikka, A., & Petreñas, C. (2013). Comunidades de Aprendizaje. Scripta Nova. Revista Electrónica de Geografía Y Ciencias Sociales, 17(427 (7)).

• Iñiguez T., & Burgués. (2013). History Remnants of the SE in Spain: from the Reproduction Role to the Commitment with Social Transformation. Social and Education History, 2(3). doi: 10.4471/hse.2013.17

• Rios, O. (2013). Sociocultural Transformation & Development. Good Practices or Successful Actions. Multidisciplinary Journal of Educational Research, 3(2), 172–199. doi: 10.4471/remie.2013.11

• Sordé, T., Flecha, R., & Mircea, T. (2013). El pueblo gitano: una identidad global sin territorio. Scripta Nova. Revista Electrónica de Geografía Y Ciencias Sociales, 17(427 (3)).

• Sorde, T., Serradell, O., Puigvert, L., & Munte, a. (2013). Solidarity networks that challenge racialized discourses: The case of Romani immigrant women in Spain. European Journal of Women’s Studies, 21, 87–102. doi: 10.1177/1350506813510425

• Valls, R., & Kyriakides, L. (2013). The power of interactive groups: how diversity of adults volunteering in classroom groups can promote inclusion and success for children of vulnerable minority ethnic populations. Cambridge Journal of Education, 43(1), 17–33. doi: 10.1080/0305764X.2012.749213

2012

• Contreras, A., Munté, A., Prieto, O., & Sordé, T. (2012). Immigrant and Native Romani Women in Spain: Building alliances and developing shared strategies. Journal of Ethnic and Migration Studies, 8(38), 1233–1249. doi: 10.1080/1369183X.2012.689179

• Flecha, A. (2012). Family Education Improves Student’s Academic Performance: Contributions from European Research. Multidisciplinary Journal of Educational Research, 2(3), 301–321. doi: 10.4471/remie.2012.16

• García, C., Larena, R., & Miró, I. (2012). Overcoming Gender Stereotypes & Improving Learning through the Participation of the “Other Women” in Schools. Multidisciplinary Journal of Educational Research, 2(1), 37–55. doi: 10.4471/remie.2012.02

• García, R., & Ruiz, L. (2012). Contributions of the Libertarian Movement to the Women’s Education. Social and Education History, 1(2), 107–128. doi: 10.4471/hse.2012.08

• Gómez, A., Siles, G., & Tejedor, M. (2012). Contributing to social transformation through Communicative Research Methodology. Qualitative Research in Education. doi: 10.4471/qre.2012.02

• Harris, S., & Soler, M. (2011). Special Issue: Education for Social Inclusion. International Studies in Sociology of Education, 21(1). doi: 10.1080/09620214.2011.543848

• Macías, F., & Redondo, G. (2012). Pueblo gitano, género y educación: investigar para excluir o investigar para transformar. International Journal of Sociology of Education, 1(1), 71–92. doi: 10.4452/rise.v1i1.140

• Padrós, M. (2012). Modelos de Atractivo Masculinos en la Adolescencia. Masculinities and Social Change, 1(2), 165–183. doi: 10.4471/mcs.2012.10

• Portell, D., & Pulido, C. (2012). Communicative acts which promote new masculinities. Overcoming hegemonic masculinity in the workplace and the school. MSC. Masculinities and Social Change, 1(1), 61–80. doi: 10.4471/mcs.2012.04

• Puigvert, L. (2012). The dialogic turn: Dialogue or violence? International and Multidisciplinary Journal of Social Science, 1(1), 78–96. doi: 10.4471/rimcis.2012.04

• Puigvert, L., Christou, M., & Holford, J. (2012). Critical communicative methodology : Including vulnerable voices in research through dialogue. Cambridge Journal of Education, 42(4), 513–526. doi: 10.1080/0305764X.2012.733341

2011

• Aubert, A. (2011). Moving Beyond Social Exclusion through Dialogue. International Studies in Sociology of Education, 21(1), 63–75. doi: 10.1080/09620214.2011.543854

• Aubert, a., Melgar, P., & Valls, R. (2011). Communicative Daily Life Stories and Focus Groups: Proposals for Overcoming Gender Violence Among Teenagers. Qualitative Inquiry, 17(3), 295–303. doi: 10.1177/1077800410397808

• Diez, J., Gatt, S., & Racionero, S. (2011). Placing Immigrant and Minority Family and Community Members at the School’s Centre: the role of community participation. European Journal of Education, 46(2), 184–196. doi: 10.1111/j.1465-3435.2011.01474.x

• Flecha, R. (2011). The Dialogic Sociology of Education. International Studies in Sociology of Education, 21(1). doi: 10.1080/09620214.2011.543849

• Flecha, A., García, R., & Rudd, R. (2011). Using Health Literacy in School to Overcome Inequalities. European Journal of Education, 46(2), 209–218. doi: 10.1111/j.1465-3435.2011.01476.x

• Flecha, A., Pulido, C., & Christou, M. (2011). Transforming Violent Selves Through Reflection in Critical Communicative Research. Qualitative Inquiry, 17(3), 246–255. doi: 10.1177/1077800410397803

• García Yeste, C., Ferrada, D., & Ruiz, L. (2011). Other Women in Research: Overcoming Social Inequalities and Improving Scientific Knowledge Through the Inclusion of All Voices. Qualitative Inquiry, 17(3), 284–294. doi: 10.1177/10778004103978071

• Gatt, S., Ojala, M., & Soler, M. (2011). Promoting social inclusion counting with everyone: Learning Communities and INCLUD-ED. International Studies in Sociology of Education, 21(1), 37–47. doi: 10.1080/09620214.2011.543851

• Gomez, A., Puigvert, L., & Flecha, R. (2011). Critical Communicative Methodology: Informing Real Social Transformation Through Research. Qualitative Inquiry, 17(3), 235–245. doi: 10.1177/1077800410397802

• Melgar, P., Larena, R., Ruiz, L., & Rammel, S. (2011). How to Move from Power-Based to Dialogic Relations? Lessons from Roma Women. European Journal of Education, 46(2), 219. doi: 10.1111/j.1465-3435.2011.01477.x

• Mircea, T., & Sordé, T. (2011). How to turn difficulties into opportunities: Drawing from diversity to promote social cohesion. International Studies in Sociology of Education, 21(1), 49–62. doi: 10.1080/09620214.2011.543852

• Munte, a., Serradell, O., & Sorde, T. (2011). From Research to Policy: Roma Participation Through Communicative Organization. Qualitative Inquiry, 17(3), 256–266. doi: 10.1177/1077800410397804

• Oliver, E., de Botton, L., Soler, M., & Merrill, B. (2011). Cultural intelligence to overcome educational exclusion. Qualitative Inquiry, 17(3), 267–276. doi: 10.1177/1077800410397805

• Padrós, M., García, R., de Mello, R., & Molina, S. (2011). Contrasting scientific knowledge with knowledge from the lifeworld: The Dialogic Inclusion Contract. Qualitative Inquiry, 17(3), 304–312. doi: 10.1177/1077800410397809

• Prieto, O., & Sordé, T. (2011). The institutionalization of panethnicity from the grassroots standpoint in a European context: The case of Gitanos and Roma immigrants in Barcelona. Ethnicities, 11 (2), 202–217. doi: 10.1177/1468796811398833

• Redondo, G., Santa Cruz, I., & Rotger, J. M. (2011). Why Mondragon? Analyzing What Works in Overcoming Inequalities. Qualitative Inquiry, 17(3), 277–283. doi: 10.1177/1077800410397806

• Rodríguez, H., & Flecha, R. (2011). The Scientific & Democratic Revolution in Education. Multidisciplinary Journal of Educational Research, 1(1), 34–52. doi: 10.17583/remie.2011.75

• Rodríguez, H., & Flecha, R. (2011). The Scientific & Democratic Revolution in Education. Multidisciplinary Journal of Educational Research, 1(1), 34–52. https://doi.org/10.4452/remie.2011.02.

• Santa Cruz, I., Siles, G., & Vrecer, N. (2011). Invest for the Long Term or Attend to Immediate Needs? Schools and the employment of Less Educated Youths and Adults. European Journal of Education, 46(2), 197–208. doi: 10.1111/j.1465-3435.2011.01475.x

• Soler, M. (2011). Editorial. European Journal of Education, 2(46), 169–172. doi: Editorial. 10.1111/j.1465-3435.2011.01481.x

• Valls, R., & Padrós, M. (2011). Using Dialogic Research to Overcome Poverty: from principles to action. European Journal of Education, 46(2), 173–183. doi: 10.1111/j.1465-3435.2011.01473.x

2010

• Díez-Palomar, J., & Flecha, R. (2010). Comunidades de aprendizaje: un proyecto de transformación social y educativa. Revista Interuniversitaria de Formación Del Profesorado, 67(24,1), 19–30.

• Elboj, C., & Niemelä, R. (2010). Sub-communities of Mutual Learners in the Classroom: The case of Interactive groups. Revista de Psicodidáctica, 15(2), 177–189.

• Flecha, R., & Soler, M. (2010). From Austin’s speech acts to communicative acts. Perspectives from Searle, Habermas and CREA. Signos, 43(2), 363–375. doi: 10.4067/S0718-09342010000400007

• Garcia, R., Mircea, T., & Duque, E. (2010). Socio-cultural transformation and the promotion of learning. Revista de Psicodidáctica, 15(2), 207–222.

• Gatt, S., Puigdellivol, I., & Molina, S. (2010). Mead’s Contributions to Learner’s Identities. Revista de Psicodidáctica, 15(2), 223–238.

• Herrero, C., & Brown, M. (2010). Distributed cognition in community-based education. Revista de Psicodidáctica, 15(2), 253–268.

• Oliver, E., & Gatt, S. (2010). De los actos comunicativos de poder a los actos comunicativos dialógicos en las aulas organizadas en grupos interactivos. Signos, 43(2), 279–294. doi: 10.4067/S0718-09342010000400002

• Pulido, C., & Zepa, B. (2010). La interpretación interactiva de los textos a través de las tertulias literarias dialógicas.  Signos, 43(2), 295–309. doi: 10.4067/S0718-09342010000400003

• Racionero, S., & Padrós, M. (2010). The Dialogic Turn in Educational Psychology. Revista de Psicodidáctica, 15(2), 143–162.

• Ramis, M., & Krastina, L. (2010). Cultural Intelligence in the School. Revista De Psicodidactica, 15(2), 239–252.

• Ríos, O., & Christou, M. (2010). Más allá del lenguaje sexista. Actos comunicativos en las relaciones afectivo-sexuales de los y las adolescentes. Signos, 43(2), 311–326. doi: 10.4067/S0718-09342010000400004

• Santa Cruz, I., & Redondo, G. (2010). Actos comunicativos en las empresas. Communicative acts for social inclusion. Signos, 43(2), 327–341. doi: 10.4067/S0718-09342010000400005

• Serradell, O., & Munté, A. (2010). Dialogism and power in racist and antiracist speech. Signos, 43(2), 343–362. doi: 10.4067/S0718-09342010000400006

• Serrano, M., & Mirceva, J. (2010). Dialogic imagination in literacy development. Revista de Psicodidáctica, 15(2), 191–205.

• Sordé, T., & Ojala, M. (2010). Actos comunicativos dialógicos y actos comunicativos de poder en la investigación. Signos, 2(43), 377–391. doi: 10.4067/S0718-09342010000400008

• Tellado, I., & Sava, S. (2010). The role of the non expert adult guidance in the dialogic construction of knowledge. Revista de Psicodidáctica, 15(2), 163–176.

• Valls, R., & Munté, A. (2010). Las claves del aprendizaje dialógico en las Comunidades de Aprendizaje. Revista Interuniversitaria de Formación Del Profesorado, 64,1(14), 11–15.

2009

• Aubert, A., García, C., & Racionero, S. (2009). El aprendizaje dialógico. Cultura & Educación, 21(1), 129–139. doi: 10.1174/113564009788345826

• Flecha, A., García, R., Gómez, A., & Latorre, A. (2009). Participation in successful schools: A communicative research study from the Includ-ed Project. Cultura y Educación, 21(2), 183–196. doi: 10.1174/113564009788345899

• Flecha, R. (2009). Cambio, inclusión y calidad en las comunidades de aprendizaje. Cultura & Educación, 21(2), 157–169. doi: 10.1174/113564009788345835

• García, R., Silva, A., Yuste, M., & Flecha, R. (2009). From Obama to Samara: What changes do the Spanish education system and the Roma movement have to make so that one day it will be possible for a Roma woman to be president? Psychology, society & education, 1(1-2), https://doi.org/10.25115/psye.v1i1%20y%202.430

• Oliver, E., Soler, M., & Flecha, R. (2009). Opening Schools to All (Women): Efforts to Overcome Gender Violence in Spain. British Journal of Sociology of Education, 30(2), 207–218. doi: 10.1080/01425690802700313

• Valls, R., Torrego, L., Colas, P., & Ruiz, L. (2009). Prevención de la Violencia de género en las Universidades: valoración de la comunidad universitaria sobre las medidas de atención y prevención. Revista Interuniversitaria de Formación Del Profesorado, 64(23,1), 41–58.

2008

• Ferrada, D., & Flecha, R. (2008). El modelo dialógico de la Pedagogía: un aporte desde las experiencias de comunidades de aprendizaje. Estudios pedagógicos, 34(1).

• Valls, R., Puigvert, L., & Duque, E. (2008). Gender Violence Amongst Teenagers: Socialization and Prevention. Violence Against Women, 14(7), 759–785. doi: 10.1177/1077801208320365

• Valls, R., Soler, M., & Flecha, R., (2008). Lectura dialógica: interacciones que mejoran y aceleran la lectura. Revista iberoamericana de educación, 46,71-87.

2006

• Puigvert, L., & Santa Cruz, I. (2006). La transformación de centros educativos en comunidades de aprendizaje. Calidad para todas y todos. Revista de Educación, 339, 169–176.

2005

• Botton, L. (2015). La dimensión instrumental en las comunidades de aprendizaje. Intangible Capital, 11(3), 350-371. https://www.intangiblecapital.org/index.php/ic/article/view/659/474

2004

• Arrufat, M. (2004). Las“ otras mujeres” y la Pedagogía de la Autonomía de Freire. Revista Interuniversitaria de Formación Del Profesorado, 18(2), 45–58.

• Flecha, R. (2004). La Pedagogía de la Autonomía de Freire y la Educación Democrática de personas adultas. Revista Interuniversitaria de Formación Del Profesorado, 18(2), 27–43.

• Flecha, R. (2004). Estructura de la convergencia o grados y postgrados ,¿organización educativa de la reforma? Revista Interuniversitaria de Formación Del Profesorado, 51, 277-288.

• García, C., Flecha, R., & Melgar, P. (2004). El proceso educativo de convergencia europea, una mirada crítica. Revista Interuniversitaria de Formación Del Profesorado, 18(3), 81–89.

• Puigvert, L., & Elboj, C. (2004). Interactions among “Other Women”: Creating Personal and Social Meaning. Journal of Social Work Practice, 18(3), 351–364. doi: 10.1080/0265053042000314429

2003

• Elboj, C., & Oliver, E. (2003). Las comunidades de aprendizaje: Un modelo de educación dialógica en la sociedad del conocimiento. Revista Interuniversitaria de Formación Del Profesorado, 17(3), 91–103.

• Vargas, J., & Gómez, J. (2003). Why Romà do not like mainstream schools: voices of a people without territory. Harvard Educational Review, 73(4), 559–590. doi: 10.17763/haer.73.4.k6807432592612j3

2002

• Purcell-Gates, V., Degener, S., Jacobson, E., & Soler, M. (2002). Impact of authentic adult literacy instruction on adult literacy practices. Reading Research Quarterly, 37(1), 70–92. doi: 10.1598/rrq.37.1.3

2001

• Flecha, R., & Miquel, V. (2001). Globalización dialógica. Revista de Educación. Número ext, 317–326.

2000

• Casamitjana, M., Puigvert, L., Soler, M., & Tortajada, I. (2000). Investigar y transformar.  Cultura y Educación, 12, 117–129. doi: 10.1174/113564000753837232

• Elboj, C., Valls, R., & Fort, M. (2000). Comunidades de aprendizaje. Una práctica educativa para la sociedad de la información. Cultura Y Educación, 12. doi: 10.1174/113564000753837241

• Flecha, R., & Oliver, E. (2000). Las posibilidades de la sociedad de la información: propuestas para una educación y formación en el medio rural. Revista de Educación, 322, 45–58.

• Soler, M. (2000). Reviewing Freire: Pedagogy of the Heart, Teachers as Cultural Workers, and Pedagogy of Freedom. Harvard Educational Review, 70(1), 109–117.

1999

• Flecha, R. (1999). Modern and Postmodern racism in Europe: dialogic approach and anti-racist pedagogies. Harvard Educational Review, 69(2), 150–171. doi: 10.17763/haer.69.2.3346055q431g2u03

• Sánchez-Aroca, M. (1999). Voices Inside Schools – La Verneda-Sant Martí: A School Where People Dare to Dream. Harvard Educational Review, 69(3), 320–335. doi: 10.17763/haer.69.3.gx588q10614q3831

1998

• Brizuela, B., & Soler, M. (1998). Cultural Action for Freedom: Editors’ Introduction. Harvard Educational Review, 4(68), 471–475.

• Flecha, R., & Puigvert, L. (1998). Aportaciones de Paulo Freire a la educación y las ciencias sociales. Revista Interuniversitaria de Formación Del Profesorado, 33, 21–28.

1988

• Flecha, R. (1988). La universidad ante la formación del profesorado de adultos. Revista Interuniversitaria de Formación Del Profesorado, 91–95.