Artículos en inglés

2014

  • 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. Doi:10.1177/0886260513515949
  • Padrós, M. (2014). A transformative approach to prevent peer violence in schools: contributions from communicative research methods. Qualitative Inquiry (in press).

 

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.
  • 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. 
  • Elboj, C., Pulido, M. & Welikala, T. (2013). Las Tecnologías de la Información y la Comunicación en la salida del aislamiento rural. El caso de Ariño. Scripta Nova, Vol. XVII, núm. 427.
  • 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 Abstract
  • 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. Abstract
  • Petreñas, C., Puigdellívol, I. & Campdepadrós, R. (2013). From Educational Segregation to Transformative Inclusion. International Review of Qualitative Research, 6(2): 210-225.  Abstract
  • 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. Abstract
  • Tellado, I., Serrano, M.A. & Portell, D. (2013) The Achieved Dreams of a Neighborhood. International Review of Qualitative Research, 6(2): 289-306. Abstract

 

2011

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

 

2010

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

2009

 

2008

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