2021

• Khalfaoui, A.; Burgués, A.; Duque, E.; Munté, A. Believers, Attractiveness and Values. Religions 2021, 12, 213. https://doi.org/10.3390/rel12030213
• Flecha, R. (2021). Second-Order Sexual Harassment: Violence Against the Silence Breakers Who Support the Victims. Violence Against Women. First Published February 26, 2021 https://doi.org/10.1177/1077801220975495

2020

• 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
• 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
• 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
• 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

2019

• Serradell, O., Ramis, M., De Botton, L. & Solé, C. (2020) Spaces free of violence: the key role of Moroccan women in conflict prevention in schools. A case study, Journal of Gender Studies, 29:2, 161-173, DOI: 10.1080/09589236.2019.1620096

2018

• 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). https://doi.org/10.3390/su10072138
• 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). https://doi.org/10.1080/14649365.2018.1509112
• Garcia Yeste, C., Morlà, T., & Ionescu, V. (2018). Dreams of Higher Education in the Mediterrani School Through Family Education. Frontiers in Education, 3 (79). https://doi.org/10.3389/feduc.2018.00079
• 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). https://doi.org/10.3389/fpsyg.2018.01744

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. Accede
• 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. https://doi.org/10.1093/cdj/bsx049
• 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
• 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. https://doi.org/10.1080/09687599.2017.1331835

2016

• 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 Figure. Teachers 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

2015

• R. García-Carrión, J. Díez-Palomar (2015) Learning communities: Pathways for educational success and social transformation through interactive groups in mathematics, European Educational Research Journal 14(2), p. 151-166. Accede
• R. Flecha (2015) Successful Educational Action for Inclusion and Social Cohesion in Europe, Springer 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
  

2014

• E. Oliver (2014) Zero Violence Since Early Childhood The Dialogic Recreation of Knowledge, Qualitative 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 Prevention, Qualitative 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 actions, Studies 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 learning, Improving 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 violence, Journal of interpersonal violence 29(11), p. 2002-2020. Accede
• R. Flecha, M. Soler (2014) Communicative Methodology: Successful actions and dialogic democracy, Current 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 Prevention, Qualitative Inquiry 20(7), p. 895-901. Accede

2013

• 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

2012

• 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

2011

• Gómez, A., Puigvert, L. & Flecha R. (2011). Critical Communicative Methodology: Informing real social transformation through research. Qualitative Inquiry, 17 (3), 235-245.
  Accede
• 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 Education, 46(2), 169–172. Accede
• Valls, R. & Padrós, M. (2011). Using Dialogic Research to Overcome Poverty: from principles to action. European Journal of Education, 46(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 Education, 46(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 Education, 46(2), 197–208. Accede
• Flecha, A., García, R., & Rudd, R. (2011). Using Health Literacy in School to Overcome Inequalities. European Journal of Education, 46(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 Education, 46(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 – 47 . Accede
• 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

2010

• 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

2009

• 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

2008

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