Comunidades de Aprendizaje:

  • Flecha, R., Guo, M., Khalfaoui, A., López de Aguileta, A., Puigvert, L., Rodrigues de Mello, R., Rodríguez, A., Valls, R. (2024). Guía de comunidades de aprendizaje. Hipatia Press.
  • Valls, R., Serradell, O., Campdepadrós, R., & de Botton, L. (2022). Qualitative Methodology Innovation That Promotes Educational Success of Children of Immigrant Families in Disadvantaged Contexts. International Journal of Qualitative Methods, 21. https://doi.org/10.1177/16094069221078735
  • Burgues-Freitas, A., Cañaveras-Martínez, P., Roca-Campos, E., Álvarez-Guerrero, G., Alzaga-Artola, A., Dunajeva, J., Leoncini, S., Mancaniello, M. R., Chiappelli, T., Puigvert, L., Soler-Gallart, M., Oliver, E. & de Botton Fernández, L. Secondary Education. Evidence of the results improvement with Successful Educational Actions. Frontiers in Education (Vol. 11, p. 1830293). Frontiers.

 

Tertulias Dialógicas

  • Ruiz-Eugenio, L., Puigvert, L., Crespo-López, A., & López de Aguileta, A. (2026). Dialogic Feminist Gatherings: Intergenerational Impact on Preventive Socialization of Gender Violence. Social Sciences, 15(2), 75. https://doi.org/10.3390/socsci15020075
  • Crespo-López, A., Oliver, E., Ruiz-Eugenio, L., & Pulido, C. (2026). Impacts of dialogic scientific gatherings on mothers’ participation in conflict prevention and school coexistence. Acta Psychologica, 265, 106657. https://doi.org/10.1016/j.actpsy.2026.106657
  • López de Aguileta, A., Crespo-López, A., & López de Aguileta, G. (2025). Literature review on music, Social Work and respect for diversity. Social Sciences, 14(2), 101. https://doi.org/10.3390/socsci14020101

 

Grupos Interactivos

  • 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
  • Flecha, R., Valls-Carol, R., Puigvert, L., Soler-Gallart, M., de Botton, L., Díez-Palomar, J., Aubert, A., Campdepadrós-Cullell, R., Villarejo, B., Roca-Campos, E., Munté, A., Zubiri-Esnaola, H., López de Aguileta, G., Alzaga, A., Olabarria, A., Bordanoba-Gallego, L., & López de Aguileta, A. (2025). It is Very Clear what Improves Educational Results and What Does Not. International Journal of Sociology of Education, 1–27. https://doi.org/10.17583/rise.18227
  • 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

 

Modelo de Convivencia

  • Oliver, E. (2014). Zero Violence Since Early Childhood: The Dialogic Recreation of Knowledge. Qualitative Inquiry, 20(7), 902–908. doi:10.11704145372157/107780
  • 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
  • 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

 

Club de Valientes Violencia 0:

  • Galar, A., Cañaveras, P., Pulido, C., López de Aguileta, A., López de Aguileta, G., & Flecha, R. (2025). The healthy effects of MeToo schools: A qualitative analysis of six schools implementing the zero violence brave club. Healthcare, 13(7), 739. https://doi.org/10.3390/healthcare13070739
  • Iñiguez- Berrozpe, T.; Orejudo-Hernández, S.; Ruiz-Eugenio, L. & Elboj-Saso, C. (2021). School Networks of Positive Relationships, Attitudes against Violence, and Prevention of Relational Bullying in Victim, Bystander, and Aggressor Agents. Journal of School Violence, 20(2), 212-227 https://doi.org/10.1080/15388220.2021.1875842
  • Vidu, A., Puigvert, L., Flecha, R.. & López de Aguileta, G. (2021). The Concept and the Name of Isolating Gender Violence. Multidisciplinary Journal of Gender Studies, 10(2), 176-200 https://doi.org/10.17583/generos.2021.8622

 

Formación de familiares

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

 

Formación del profesorado

  • Olabarria, A., Zubiri-Esnaola, H., Álvarez-Guerrero, G., & Santiago-Garabieta, M. (2025). Ikaskom: a dialogic teachers’ professional development network enhancing school violence prevention: key insights from the communicative methodology. Professional Development in Education, 1-15. https://doi.org/10.1080/19415257.2025.2503809
  • Roca-Campos, E.; Renta-Davids, A.I.; Marhuenda-Fluixá, F.; Flecha, R. (2021). Educational Impact Evaluation of Professional Development of In-Service Teachers: The Case of the Dialogic Pedagogical Gatherings at Valencia “On Giants’ Shoulders”. Sustainability, 13, 4275. https://doi.org/10.3390/su13084275
  • Serradell, O., & Puigvert, L. (2025). Overcoming sexual harassment at University: The case of the training intervention in the Universitat Autònoma de Barcelona. Behavioral Sciences, 15(5), 596. https://doi.org/10.3390/bs15050596

 

Género

  • Cañaveras, P., Burgués-Freitas, A., & Joanpere, M. (2024). The Role of the MeToo Route in Improving the Health of Gender-Based Violence and Isolating Gender Violence Survivors. Healthcare, 12(23), 2480. https://doi.org/10.3390/healthcare12232480
  • 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
  • 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

 

Racismo

  • 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
  • Campdepadrós, R.; Molina, S.; Ramis, M.; & de Botton, L. (2020). The Vic Model: From school redistribution to xenophobic voting. Political Geography, 83. https://doi.org/10.1016/j.polgeo.2020.102254
  • Flecha, R. (1999). Modern and Postmodern racism in Europe: dialogic approach and anti-racist pedagogies. Harvard Educational Review, 69(2), 150–171. doi: 10.17763/haer.69.2.3346055q431g2u03

 

Metodología

  • 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
  • Puigvert, L., Alzaga, A., Duque, E., Ferreira, D., Canal, J. M., Bellavista, J., Carbonell, S., Miralles, L., & Coronado Albalete, P. J. (2024). “I’ve never thought about it this way”: the process and positive implications of co-creation on teacher education about prevention of gender-based violence. Education Inquiry, 1–16. https://doi.org/10.1080/20004508.2024.2431367
  • 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

 

Educational health in well being

  • Soler-Gallart, M., Crespo-López, A., López de Aguileta, G., Ramis-Salas, M., & Oliver, E. (2025). The historical development of the Successful Dialogues in Mental Health model. Healthcare, 13(14), 1696. https://doi.org/10.3390/healthcare13141696
  • Soler-Gallart, M., Galar, A., Olabarria, A., López de Aguileta, A., Alzaga, A., López de Aguileta, G., Pulido, C., & Flecha, R. (2025). A teacher’s perceptions of the impacts of the Zero Violence Brave Club in students’ wellbeing. AIMS Neuroscience, 12(3): 418-433. https://www.doir.org/10.3934/Neuroscience.2025023
  • Flecha, R., Puigvert, L., Racionero, S. (2023). Achieving student wellbeing for all: educational contexts free of violence

 

Aprendizaje Dialógico

  • Torras-Gómez, E., Krauchengerg, A., Petuya, V., Marcos, R., Serradell, O. & Soler-Gallart, M. (2025). From speech acts to communicative acts: social network debates about sexual consent. Frontiers in Sociology, 9. https://doi.org/10.3389/fsoc.2024.1468173
  • 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
  • Flecha, R. (2000). Sharing words: Theory and practice of dialogic learning. Bloomsbury Publishing PLC.

 

Teoría Dialógica

  • Hanafi, S. (2025). Contra el Liberalismo Simbólico. Hipatia Press.
  • Flecha, R. (2022). La Sociedad Dialógica. La sociología que gusta y usan personas de ciencia y ciudadanía. Hipatia Press.
  • Soler-Gallart, M. (2017.) Achieving Social Impact: Sociology in the Public Sphere. Springer.