Artículos en inglés


  • 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. Accede
  • García-Carrión, R. Molina-Luque, F., & Roldán, S. M. (2017). How do vulnerable youth cmplete secondary education? The key rol of families and the comunity. Journal of Youth Studies. 27(14), 1-16. doi: 10.1080/13676261.2017.1406660. Accede


  • 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. Accede
  • 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 FigureTeachers College Record, 118(4), 1-36. Accede
  • 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. Accede


  • R. García-Carrión, J. Díez-Palomar (2015) Learning communities: Pathways for educational success and social transformation through interactive groups in mathematicsEuropean Educational Research Journal 14(2)p. 151-166. Accede
  • R. Flecha (2015) Successful Educational Action for Inclusion and Social Cohesion in EuropeSpringer Publishing Company. Accede
  • T. Aubert, A.; Villarejo, B.; Cabré, J.; Santos (2015) La Verneda Sant Martí adult school: a reference of popular education in the neighborhoods. (In Press)Teachers College Record 118(6). Accede


  • E. Oliver (2014) Zero Violence Since Early Childhood The Dialogic Recreation of KnowledgeQualitative Inquiry 20(7)p. 902-908. Accede 
  • G. Redondo-Sama, M.A. Pulido-Rodríguez, R. Larena, L. De Botton (2014) Not Without Them The Inclusion of Minors’ Voices on Cyber Harassment PreventionQualitative Inquiry 20(7)p. 895-901. Accede
  • Gómez, A.; Munté, A.; & Sordé. T. (2014). Transforming Schools Through Minority Males’ Participation: Overcoming Cultural Stereotypes and Preventing Violence. Journal of Interpersonal Violence, 29(11), 2002–2020. Accede
  • Padrós, M. (2014). A transformative approach to prevent peer violence in schools: contributions from communicative research methods. Qualitative Inquiry, 20 (7), pp: 916-922. Accede
  • L. Garcia, O Ríos (2014) Participation and family education in school: Successful educational actionsStudies in the Education of Adults 46(2)p. 177-191. Accede
  • L. De Botton, S. Girbes, L. Ruiz, I. Tellado (2014) Moroccan mothers’ involvement in dialogic literary gatherings in a Catalan urban primary school: Increasing educative interactions and improving learningImproving Schools 17(3)p. 241-249. Accede
  •  A. Gómez, A. Munte, T. Sorde (2014) Transforming schools through minority males’ participation: Overcoming cultural stereotypes and preventing violenceJournal of interpersonal violence 29(11)p. 2002-2020. Accede
  • R. Flecha, M. Soler (2014) Communicative Methodology: Successful actions and dialogic democracyCurrent Sociology 62(2)p. 232-242. Accede
  • G. Redondo-Sama, M.A. Pulido-Rodríguez, R. Larena, L. De Botton (2014) Not Without Them The Inclusion of Minors’ Voices on Cyber Harassment PreventionQualitative Inquiry 20(7)p. 895-901. Accede


  • Flecha A. (2013) Healthier Lives for European Minority Groups: School and Health Care, Lessons from the Roma. International Journal of Environmental Research and Public Health, 10(8):3089-3111. Accede
  • 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. Accede
  • Flecha, R. & Soler. M. (2013). Turning difficulties into possibilities: engaging Roma families and students in school through dialogic learning. Cambridge Journal of Education, DOI: 10.1080/0305764X.2013.819068 Accede
  • Díez-Palomar, J., Santos Pitanga, T. & Álvarez Cifuentes, P. (2013). La Paz School. From a Ghetto to a Magnet School. International Review of Qualitative Research, 6(2): 198-209. Accede
  • Petreñas, C., Puigdellívol, I. & Campdepadrós, R. (2013). From Educational Segregation to Transformative Inclusion. International Review of Qualitative Research, 6(2): 210-225.  Accede
  • Ríos, O., Herrero, C. & Rodríguez, H. (2013). From Access to Education. The Revolutionary Transformation of Schools as Learning Communities. International Review of Qualitative Research, 6(2): 239-253. Accede
  • Tellado, I., Serrano, M.A. & Portell, D. (2013) The Achieved Dreams of a Neighborhood. International Review of Qualitative Research, 6(2): 289-306. Accede


  • 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. Accede
  • 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. Accede
  • Gómez, A., Siles, G., & Tejedor, M. (2012, June 30). Contributing to social transformation through Communicative Research Methodology. Qualitative Research in Education. Doi:10.4471/qre.2012.02. Accede
  • 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. Accede


  • Gómez, A., Puigvert, L. & Flecha R. (2011). Critical Communicative Methodology: Informing real social transformation through research. Qualitative Inquiry, 17 (3), 235-245.
  • Flecha A., Pulido C., & Christou M. (2011). Transforming violent selves through reflection in critical communicative research. Qualitative Inquiry, 17 (3), 246-255. Accede
  • Munté, A., Serradell, O. & Sordé, T. (2011). From research to policy: Roma participation through communicative organization. Qualitative Inquiry, 17 (3), 256-266. Accede
  • Oliver, E., de Botton, L., Soler, M. & Merril B. (2011). Cultural intelligence to overcome educational exclusion.  Qualitative Inquiry, 17 (3), 267-276. Accede
  • Redondo, G., Santa Cruz, I. & Rotger J. (2011). Why Mondragon? Analyzing what works in overcoming inequalities. Qualitative Inquiry, 17 (3), 277-283. Accede
  • García, 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. Accede
  • 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. Accede
  • 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. Accede
  • Soler, M. (2011). Editorial. European Journal of Education46(2), 169–172. Accede
  • Valls, R. & Padrós, M. (2011). Using Dialogic Research to Overcome Poverty: from principles to action. European Journal of Education46(2), 173–183. Accede
  • Díez, D., 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 Education46(2), 184–196. Accede
  • 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 Education46(2), 197–208. Accede
  • Flecha, A., García, R., & Rudd, R. (2011). Using Health Literacy in School to Overcome Inequalities. European Journal of Education46(2), 209–218. Accede
  • 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 Education46(2), 219–227. Accede
  • Flecha, R. (2011). The dialogic sociology of education. International Studies in Sociology of Education, 21(1), 7 – 20. Accede
  • Harris, S.,& Soler, M. (2011). Education for social inclusion (Editorial). International Studies in Sociology of Education, 21(1), 1- 5. Accede
  • 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. Accede
  • 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), 33 – 47Accede
  • Aubert, A. (2011). Moving beyond social exclusion through dialogue. International Studies in Sociology of Education, 21(1), 63 – 75. Accede
  • Christou, M., & Puigvert, L. (2011). The role of “Other Women” in current educational transformations. International Studies in Sociology of Education, 21(1), 77 – 90. Accede


  • Racionero, S., & Padrós, M. (2010). The Dialogic Turn in Educational Psychology, Revista de Psicodidáctica, 15(2), 143-162. Accede
  • Tellado, I., & Sava, S. (2010). The Role of Non-expert Adult Guidance in the Dialogic Construction of Knowledge, Revista de Psicodidáctica, 15(2), 163-176. Accede
  • 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. Accede
  • Serrano, M.A., Mirceva, J., & Larena, R. (2010). Dialogic Imagination in Literacy Development, Revista de Psicodidáctica, 15(2), 191-205. Accede
  • García, R., Mircea, T., & Duque, E. (2010). Socio-cultural Transformation and the Promotion of Learning, Revista de Psicodidáctica, 15(2), 207-222. Accede
  • Gatt, S., Puigdellívol, I., & Molina, S. (2010). Mead’s Contributions to Learners’ Identities, Revista de Psicodidáctica, 15(2), 223-238. Accede
  • Ramis, M., & Krastina, L. (2010). Cultural Intelligence in the School, Revista de Psicodidáctica, 15(2), 239-252. Accede
  • Herrero, C., & Brown, M. (2010). Distributed Cognition in Community-based Education, Revista de Psicodidáctica, 15(2), 253-268. Accede


  • 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. Accede


  • Valls, R., Puigvert, L., & Duque, E.(2008). Gender Violence amongst teenagers: socialization and prevention. Violence against Women,14(7), 759-785. Accede