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2024
- Abad, S., Macías-Aranda, F., Serradell, O., & Flecha, A. (2024). La experiencia acadèmica del alumnado gitano en la universidad. Revista de Educación, 406, 353-388. https//doi.org/10.4438/1988-592X-RE-2024-406-648
- Abella, P., Aubert, A., Matulič, M. V., & Munté-Pascual, A. (2024). Roma Women’s Role in the Health Preservation of Their Communities during the COVID-19 Pandemic. International Journal of Environmental Research and Public Health, 21(8), 985. https://doi.org/10.3390/ijerph21080985
- Aiello-Cabrera, E., Khalfaoui, A., Munté-Pascual, A., & Sordé-Martí, T. (2024). A Dialogue with Grassroots Romani Women Leaders in Spain About Their Views on Roma Feminism. Affilia: Feminist Inquiry in Social Work. https://doi.org/10.1177/08861099231218674
- Álvarez-Guerrero, G., Guo, M., Bordanoba-Gallego, L., Torras-Gómez, E., López de Aguileta, G., Joanpere, M., Pulido, C., López de Aguileta, A., Racionero-Plaza, S., Puigvert, L., Soler-Gallart, M., & Flecha, R. (2024). Mpox 1b: Upstanders for Science in Western and Chinese Social Media. Masculinities & Social Change, 1-16. http://dx.doi.org/10.17583/msc.15612
- Álvarez-Guerrero, G., Fry, D., Lu, M., & Gaitis, K. K. (2024). Online Child Sexual Exploitation and Abuse of Children and Adolescents with Disabilities: A Systematic Review. Disabilities, 4(2), 264-276. https://doi.org/10.3390/disabilities4020017
- Canal-Barbany, J. M., Cañaveras, P., Zubiri-Esnaola, H., & Gómez, A. (2024). Why Don’t Heterosexual New Alternative Masculinities Choose Enchained Women for Either Sporadic or Long-Term Relationships?. Masculinities & Social Change, 1–17. https://doi.org/10.17583/mcs.13054
- Cañaveras, P., De Botton, L., Carbonell, S., Elboj, C., Aubert, A., & Lopez de Aguileta, G. (2024). Youth Voices Participating in the Improvement of Sexual Consent Awareness Campaigns. Sexes 5, 579-595. Https://doi.org/10.3390/sexes5040038
- Cañaveras, P., Lopez de Aguileta, G., Guo, M., Torras-Gómez, E., Crespo-López, A., Menéndez-Martínez, B., Fernández-González, M. P., Puigvert-Mallart, L., & Flecha, R.(2024). The Characteristics versus the “Myths” of Romantic Love. Social and Education History, 1-17. http://dx.doi.org/10.17583/hse.14505
- Christou, M., Gairal-Casadó, R., Carbonell, S., & Vidu, A. (2024). Prevention of violence against LGBTIQ+ youth: A systematic review of successful strategies. International Journal of Educational Research, 124, 102320. https://doi.org/10.1016/j.ijer.2024.102320
- De Witte, K., Garcia-Yeste, C., Gallardo-Nieto, E.; Canal, J.M. (2024). Implementing Youth Worker Networks to Achieve Social Impact in the Eradication of LGBTQIA-Phobia. Sexual Research and Social Policy. https://doi.org/10.1007/s13178-023-00926-9
- Flecha , R., Joanpere, M., Gairal, R., Valls-Carol, R., López de Aguileta, A., & Munté-Pascual, A. (2024). Sappho Scientific Evidence Platform on Gender: Narratives of Academics and Non-Academics about a Community Science Case. Multidisciplinary Journal of Gender Studies, 13(3), 197–212. https://doi.org/10.17583/generos.15535
- Flecha, R., Puigvert, L., Melgar, P., & Racionero-Plaza, S. (2024). Health Impacts of Isolating Gender Violence. SAGE Open, 14(1). https://doi.org/10.1177/21582440241227687
- Font-Palomar, M., Jiménez, J.M., Girbés-Peco, Sandra, & Duque, E. (2024). “Does It Depend on the Discipline?” Differences in the Perceptions of LGBTIQ+ Violence in Universities. Violence and Gender, 11(1), 43-52. http://doi.org/10.1089/vio.2022.0041
- Gómez-González, A., Tierno-García, J.M., & Girbés-Peco, S. (2024). “If they made it, why not me?” increasing educational expectations of Roma and Moroccan immigrant families in Spain through family education, Educational Review, 76(1). http://doi.org/10.1080/00131911.2022.2121265
- Grau Del Valle, C., García-Raga, L., Barrachina-Sauri, M., & Roca-Campos, E. (2024). Case Study Of The Impact Of The Learning Communities Project On Increasing The Employability Of The Roma Population In Situations Of Social Inequality. International Journal of Sociology of Education, 13(2), 139–156. https://doi.org/10.17583/rise.14642
- Guardiola-Fígols M., Gómez-González, A., Natividad-Sancho, L., and Gairal-Casadó, R. (2024). Scientific workshops with a dialogical approach: an effective tool for introducing science into vulnerable educational contexts. Frontiers in Education, 8, 1263360. https://doi.org/10.3389/feduc.2023.1263360
- Gutiérrez-Fernández, N., Zubiri-Esnaola, H., López de Aguileta, G., Elboj, C., Soler-Gallart, M., & Flecha, R. (2024). Optimal methodology for addressing the social impact component within project proposals and Curriculum Vitae. International and Multidisciplinary Journal of Social Sciences, 13(1). http://dx.doi.org/10.17583/rimcis.13747
- Joanpere, M., Puigvert-Mallart, L., Valls-Carol, R., Melgar, P., Álvarez-Guerrero, G., Flecha, R. (2024). The Impact of Referencing Academics Who Have Defended and Exercised Pederasty. Sexes, 5, 275-284. https://doi.org/10.3390/sexes5030021
- Khaqan, S. & Redondo-Sama, G. (2024). A systematic review of the role of dialogic leadership: Characterization and impacts. Educational Research Review, 44. 100618. https://doi.org/10.1016/j.edurev.2024.100618
- Khalfaoui-Larrañaga, A.; Alvarez, P.; Gutiérrez-Esteban, P. & Flecha, R. (2024) “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, 23(1) http://doi.org/10.1080/15348458.2021.1956318
- López de Aguileta, A. (2024). Contributions from Research with (and Not without) Roma Women to Social Work during the COVID-19 Pandemic. Sustainability, 16, 677. https://doi.org/10.3390/su16020677
- López de Aguileta, G., Climent-Sanjuán, V., Aubert, A., Crespo-López, A., de Botton, L., Garcia-Yeste, C., & Soler-Gallart, M. (2024). Identifying Key Concepts of the Language of Desire and the Language of Ethics in Dialogic Literary Gatherings. International Journal of Sociology of Education, 13(3), 196–213. https://doi.org/10.17583/rise.16057
- López de Aguileta, A., & Munté-Pascual, A. (2024). Overcoming Bureaucratization. Rethinking the Social Work Model in Dialogue with Roma. Social and Education History, 1–18. https://doi.org/10.17583/hse.14725
- López-de-Aguileta Jaussi, A., Munté Pascual, A., & De Botton Fernández, L. (2024). Trabajo Social con familias roma inmigrantes en situación de exclusión residencial: Héroes y heroínas invisibles sosteniendo el impacto de la pandemia por covid-19. Revista Prisma Social, 44, 31–57. https://revistaprismasocial.es/article/view/5305
- Melgar, P., Serradell, O., Hereu, C., Racionero-Plaza, S., & Mut, E. (2024). Social Intervention That Facilitates Recovery from Gender-Based Violence: Dialogic Reconstruction of Memory. Social Sciences, 13(8), 417. https://doi.org/10.3390/socsci13080417
- Munté, A., Matulič-Domandzic, M. V., López de Aguileta, A., Aiello-Cabrera, E., Elboj Saso, C., Valero, D., & Melgar, P. (2024). Asserting the visibility of social work in science. Frontiers in Sociology, 9. https://doi.org/10.3389/fsoc.2024.1411781
- Natividad-Sancho, L., Serradell, O., Sanmamed, A. F. F., & Garcia-Yeste, C. (2024). Review of the scientific literature on the impact of extending learning time with vulnerable groups. Children and Youth Services Review, 107809. https://doi.org/10.1016/j.childyouth.2024.107809
- Natividad-Sancho, L.;Gairal-Casadó, R., Sordé Martí, T. & Garcia Yeste, C. (2024). Roma students’ experiences: practices contributing to participation in post-compulsory education. Educational Research, 66(1). https://doi.org/10.1080/00131881.2023.2266455
- Novo-Molinero, MT., Morla-Folch, T., Esteller, L.J., Molina Roldan, S., & Gomez Gonzalez, A. (2024). Impacting life expectancies of incarcerated people through dialogic scientific gatherings and dialogic scientific workshops in prisons. Humanities and Social Sciences Communications, 11(354). https://doi.org/10.1057/s41599-024-02844-6
- Olabarria, A.; Zubiri-Esnaola, H.; Carbonell, S. & Canal-Barbany, J.C. (2024). The Characteristics of Teacher Training with Social Impact to Overcome School Violence: A Literature Review. Future, 2(3), 135-148. https://doi.org/10.3390/future2030011
- Padrós-Cuxart, M., Crespo-López, A., Lopez de Aguileta, G., & Jarque-Mur, C. (2024). Impact on mental health and well-being of the dialogic literary gathering among women in a primary healthcare centre. International Journal of Qualitative Studies on Health and Well-Being, 19(1). https://doi.org/10.1080/17482631.2024.2370901
- Puente Pérez, G.; García Yeste, C. y Abelló, T. (2024). Los orígenes de los anarco feminismo(s) en España: las propuestas discursivas de Teresa Mañé Miravent (1865-1939). Historia Social, 109, 49-72. https://recyt.fecyt.es/index.php/HistoriaSocial/article/view/107807
- Puigvert L, Flecha R, Racionero-Plaza S. (2024). Evidence-Based Reconstruction of Memories of a Disdainful Hookup: Identifying Risk Factors and Preventing Further Victimization. Behavioral Sciences, 14(5), 367. https://doi.org/10.3390/bs14050367
- Pulido, C., Cañaveras, P., Redondo-Sama, G. Villarejo-Carballido, B. (2024). 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, 28, 270–292 . https://doi.org/10.1007/s12119-023-10115-w
- Rios-Gonzalez, O., Torres, A., Aiello, E., Coelho, B., Legorburo-Torres, G., & Munte-Pascual, A. (2024). Not all men: the debates in social networks on masculinities and consent. Humanities and Social Sciences Communications 11, 67. https://doi.org/10.1057/s41599-023-02569-y
- Roca, E., Fernández, P., Troya, MB., & Flecha, A. (2024) The effect of successful educational actions in transition from primary to secondary school. PLOS ONE 19(6), e0304683. https://doi.org/10.1371/journal.pone.0304683
- Roe-Sepowitz, D., Lantsman-Waugh, M., Puigvert, L., Merodio, G., & Melgar, P. (2024). Dating Violence Experiences Among Sex-Trafficking Youths in Juvenile Detention. Violence Against Women, 0(0). https://doi.org/10.1177/10778012241259716
- Serradell, O., Duque, E., Gairal-Casadó, R., & Natividad-Sancho, L. (2024). “Nobody puts Baby in a corner” placing attractiveness in dancing coupled with alternative masculinities and affective-sexual relationships in Dirty Dancing film. Research in Dance Education, 1–22. https://doi.org/10.1080/14647893.2024.2349602
- Soler-Gallart, M., & Joanpere, M. (2024). The struggles against gender violence in Spanish universities and how they contributed to changing legislation. ANNALES, Series historia et sociologia, 34, 357-366. https://doi.org/10.19233/ASHS.2024.24
- Tellado, I., Girbés-Peco, S., Joanpere-Foraster, M.& Burgués-Freitas, A. (2024). Digital Literacy of Older Women with Smartphones: a Dialogic Approach to Overcoming Barriers. Research on Ageing and Social Policy,12 (1), pp. 44-61. http://dx.doi.org/10.17583/rasp.13864
- Torras-Gómez, E., López de Aguileta, A. ., Puigvert, L., Flecha, R., Bordanoba-Gallego, L., & Racionero-Plaza, S. (2024). Defying Predatory Capital: Embracing Beauty, Resisting Ugliness, and Striving for Freedom. International Journal of Sociology of Education, 1–15. https://doi.org/10.17583/rise.14330
- Vidu, A.; Sordé-Martí, T.; Melgar, P.; Joanpere, M. (2024). Victorious Voices: Legal and Social Triumphs against Sexual Harassment in Higher Education—A Case Study. Sexes, 5, 221-234. https://doi.org/10.3390/sexes5030017
- Villarejo-Carballido, B. , Díez-Palomar, J., Garcia-Yeste, C., & Olabarria, A. (2024) The effects of children’s participation and co-creation in science. Humanities and Social Science Communications, 11(3). https://doi.org/10.1057/s41599-023-02473-5
- Zubiri-Esnaola, H., Canal-Barbany, J. M., Madrid-Pérez, A., Soler-Gallart, M., Burgués-Freitas, A., & Olabarria, A. (2024). Consent beyond Sexual Cues—Pre-and In Situ Interactions between Men Influence Men’s Approach towards Sexual Consent. Sexes, 5(3), 371-385. https://doi.org/10.3390/sexes5030027
2023
- Aiello-Cabrera, Troya, M., Flecha, A., & Khalfaoui, A. (2023). Engaging with the claim of Roma people through twitter: who is behind the hashtags? Frontiers in Sociology, 8, 1230954–1230954. https://doi.org/10.3389/fsoc.2023.1230954
- Allotey, E., García-Carrión, R., Villardón-Gallego, L., Soler-Gallart, M. (2023) Transforming the educational experiences of marginalized students in Ghana through dialogic literary gatherings. Humanities and Social Sciences Communications 10 (1), 1-9 https://doi.org/10.1057/s41599-023-01801-z
- Álvarez-Guerrero, G., García-Carrión, R., Khalfaoui, A., Santiago-Garabieta, M., & Flecha, R. (2023). Preventing bullying of students with special educational needs through dialogic gatherings: a case study in elementary education. Humanities and Social Sciences Communications, 10(1), 1-9. https://www.nature.com/articles/s41599-023-02470-8
- Bordanoba-Gallego,L.,Serradell,O.,Morlà-Folch,T.,Ruiz-Eugenio,L.,& Pulido, C. (2023). Feudalism, Meritocracy and Sexual Harassment.Social and Education History, 12(2),119-133. http://doi.org/10.17583/hse.11788
- Duque, E., Salceda, M., Campdepadrós-Cullell, R., Merodio, G., & Puigvert-Mallart, L. (2023). Consent? At the Start, You Do Not Even Think About It. Coercive Discourse in the Awakening of Affective–Sexual Relationships in Young Women. Young, 0(0). https://doi.org/10.1177/11033088231198600
- Duque, E., Cañaveras, P., Racionero-Plaza, S. & Ortuño, B. (2023). Contributions of young people in dialogue with scientific evidence on sexual consent. Humanities and Social Sciences Communication, 10(720). https://doi.org/10.1057/s41599-023-02225-5
- Gairal-Casado, R.; Duque, E.; Ramis-Salas, M., Valls, R. (2023) ‘My friends are like my family’: The positive impact of high-quality friendships on former foster care youth. Children & Society, 37(6), 1691-1845. https://doi.org/10.1111/chso.12683
- Girbés-Peco, S., Tellado, I., López de Aguileta, G., & de Botton Fernández, L. (2023). Promoting high-quality interactions among early childhood education minority students: a case study of dialogic literary gatherings. Literacy, 58(2), 228-239. https://doi.org/10.1111/lit.12354
- Gómez, A., Girbés, S., Jiménez, J.M., & Vieites, M. (2023). “Without support, victims do not report”: The Co-creation of a workplace sexual harassment risk assessment survey tool. Gender work and organization, 30(4), 1354-1386. https://doi.org/10.1111/gwao.12840
- Hoogland, K., Diez-Palomar, J., Ramis-Salas, M. Močnik,I., Simonič, M. (2023). Challenges for Numeracy Awareness in the 21st Century: Making visible the invisible. Frontiers in Education 8 https://doi.org/10.3389/feduc.2023.12957
- Joanpere, M., Egetenmeyer, R., Soler-Gallart, M., López de Aguileta, A., & Flecha, R.(2023). Dialogic Teaching beyond Words. Multidisciplinary Journal of Educational Research,13(3), pp 313 –324 http://dx.doi.org/10.17583/remie.12867
- Khalfaoui, A., García-Carrión, R., Fresno-Anabo, I. (2023). Supporting children’s friendship stability in a culturally diverse school with a dialogic approach: A case study. Learning, Culture and Social Interaction, 41,(100737), https://doi.org/10.1016/j.lcsi.2023.100737
- 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
- López de Aguileta, A., Salceda, M., Girbés-Peco, S., Peña-Axt, J. C., & Soler-Gallart, M. (2023). Democratizing Taste on Classical Music for All. Qualitative Research in Education, 12(3), 236–251. https://doi.org/10.17583/qre.13395
- Marcaletti, F., Íñiguez-Berrozpe, T., Elboj-Saso, C., & Garavaglia, E. (2023). Adult Training as a Quality Factor in Work Trajectory: Positive Effects of Adult Training on Seniority and Ageing at Work. Adult Education Quarterly, 73(3). https://doi.org/10.1177/07417136221121594
- 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
- Ocampo Castillo, M. d. S., Gairal-Casadó, R., Valls-Carol, M. R. & Tellado, I. (2023). Young children and a school community open pathways for a grandmother’s literacy. Issues in Educational Research, 33(3), 1106-1124. http://www.iier.org.au/iier33/ocampo-castillo.pdf
- Olabarria, A., Burgués-Freitas, A., López de Aguileta, A., Zubiri-Esnaola, H., Torras-Gómez, E., Joanpere, M., López de Aguileta, G., Álvarez-Guerrero, G., Aiello, E., Pulido, C., & Redondo-Sama, G. (2023). When the Media Omits or Includes Scientific Evidence in Its Publications: Science and Battles on X about Child Sexual Abuse. Children, 10(12). https://doi.org/10.3390/children10121857
- 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-Mallart, L., León-Jiménez, S., Joanpere, M., Ramis-Salas, M., & Flecha, R. (2023). The mirage of upward mobility: conceptualization and implications for teen dating violence prevention. Children, 10(11), 1785. https://doi.org/10.3390/children10111785
- Puigvert, L., Racionero-Plaza, S., López de Aguileta, G., Tellado, I., Molina, S., Pulido-Rodríguez, M. A., Ugalde, L., & Flecha, R. (2023). Disdainful Hookups: a Powerful Social Determinant of Health. Journal of Urban Health, 100, 870–877. 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, 28, 270-292. 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, O., Gairal-Casado, R. ., Villarejo-Carballido, B. ., & Burgues-Freitas, A. (2023). The Role of Social Networks to Counteract Stigmatization Toward Gay and Bisexual Men Regarding Monkeypox. Qualitative Research in Education, 12(3), 225–235. https://doi.org/10.17583/qre.13379
- 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. https://doi.org/10.1057/s41599-023-02117-8
- 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., Munte-Pascual, A., Khalfaoui, A., Serradell, O. (2023) Dialogic scientific gatherings with mothers and teachers from a primary school: raising awareness about the impact of gender and education research. Humanities and Social Science Communications, 10, 699. https://doi.org/10.1057/s41599-023-02224-6
- Ruiz-Eugenio, L.; Soler-Gallart, M.; Racionero-Plaza, S.; Padrós, M. (2023) Dialogic literary gatherings: A systematic review of evidence to overcome social and educational inequalities. Educational Research Review, 39, Article 100534 https://doi.org/10.1016/j.edurev.2023.100534
- Santiago-Garabieta, M., Garcia-Carrion, R., Zubiri-Esnaola, H., & López de Aguileta, G. (2023). Inclusion of L2 (Basque) learners in Dialogic Literary Gatherings in a linguistically diverse context. Language Teaching Research, 27(6), 1532-1551. https://doi.org/10.1177/1362168821994142
- 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
- Sordé-Martí, T., Ghani, A.A., Almobarak, B. et al. (2023). The REFUGE-ED Dialogic Co-Creation Process: working with and for REFUGE-ED children and minors. Humanities and Social Sciences Communications, 10, 463. https://doi.org/10.1057/s41599-023-01967-6
- Ugalde, L., García-Carrión, R., Intxausti-Intxausti, N., & Zubiri-Esnaola, H. (2023). Interactive Groups: Fostering Collaborative Interactions in an Additional Language in a Multilingual Context. International Journal of Sociology of Education, 12(3), 273-292. http://dx.doi.org/10.17583/rise.13257
- Zubiri-Esnaola, H., Racionero-Plaza, S., Fernández-Villardón, A., & Carbonell, S. (2023). “It was Very Liberating”. Dialogic Literary Gatherings Supporting Mental Health Literacy. Community Ment Health Journal, 59, 869–880. https://doi.org/10.1007/s10597-022-01071-0
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, E., Perera, K., Ade, M. & Sordé-Martí, T. (2022) A case study on the use of Public Narrative as a leadership development approach for Patient Leaders in the English National Health Service. Frontiers in Public Health, 10. https://doi.org/10.3389/fpubh.2022.926599
- 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
- Elboj-Saso, C.; Íñiguez, T.; & Valero, D. (2022) 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, 37(1-2), 578-601. http://dx.doi.org/10.1177/0886260520913642
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2021
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- 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
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- 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. 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
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2020
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- 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
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- 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
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- 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
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- 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
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- 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
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- 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
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- 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
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- Redondo-Sama, G. (2020). Supporting Democracy Through Leadership in Organizations. Qualitative Inquiry. https://doi.org/10.1177/1077800420938885
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- 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
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- 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
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- Soler, M., & Gómez, A. (2020). A Citizen’s Claim: Science With and for Society. Qualitative Inquiry. https://doi.org/10.1177/1077800420938104
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2019
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- 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
- Soler, M., Morlà-Folch, T., García-Carrión, R., & Valls, R. (2019). 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.
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- 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. https://doi.org/10.17583/mcs.2019.3779
- 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. https://doi.org/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, 38(3), 450-464. https://doi.org/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. Research Evaluation, Vol 27 (4) 290-308 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. https://doi.org/10.4471/rimcis.2013.14
- 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). Attractiveness Male Models in Adolescence. Masculinities &Amp; Social Change, 1(2), 165–183. https://doi.org/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
2005
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
2001
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
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