•  Mertens, D. & Sordé, T. (2014). Editorial. Mixed Methods Research with groups at risk: New developments and key debates. Journal of Mixed Methods Research (in press). Doi: 10.1177/1558689814527916 Abstract

• Gómez, A. (2014). New Developments in Mixed Methods with Vulnerable Groups. Journal of Mixed Methods Research (in press). Doi:10.1177/1558689814527879 Abstract

• Flecha, R. (2014). Using mixed methods from a communicative orientation: Researching with grassroots Roma. Journal of Mixed Methods Research (in press). Doi: 10.1177/1558689814527945 Abstract Full text

• Flecha, R. & Soler, M. (2014). Communicative Methodology:  Successful Actions and Dialogic Politics. Current Sociology, 62(2): 232-242. Abstract Full text

• Serradell, O.; Santa Cruz. I.; & Mondéjar, E. (2014) Can the men’s movement attract young men? The Men in Dialogue Association. Journal of Gender Studies (in press). Doi: 10.1080/09589236.2013.872556

• Gómez, A.; Munté, A.; & Sordé. T. (2014). Transforming Schools Through Minority Males’ Participation: Overcoming Cultural Stereotypes and Preventing Violence. Journal of Interpersonal Violence. Doi:10.1177/0886260513515949

• Puigvert, L. (2014). Preventive Socialization of Gender Violence. Moving Forward using the Communicative Methodology of Research.  Qualitative Inquiry (in press).

• Díez-Palomar, J.;Capllonch, M.; Aiello, E.  (2014). Analyzing Male Attractiveness Models from a Communicative Approach: Socialization, Attraction, and Gender-based Violence.  Qualitative Inquiry (in press).

• Yuste, M.;  Serrano, Mª A.;  Girbés, S. & Arandia, M. (2014). Romantic love and gender violence: Clarifying misunderstandings through communicative organization of the research.  Qualitative Inquiry (in press).

• Tellado, I.; López-Calvo, L.; Alonso-Olea, Mª J. (2014). Dialogic Design of Qualitative Data Collection for Researching the Mirage of Upward Mobility.  Qualitative Inquiry (in press).

• Rué, L.; Martínez, I.; Flecha, A. &  Álvarez, P. (2014). Successful Communicative Focus Groups with Teenagers and Young People: How to Identify the Mirage of Upward Mobility.  Qualitative Inquiry (in press).

• Rodríguez-Navarro, H.; Ríos-González, O.; Racionero-Plaza, S.; Macías, F. (2014). New methodological Insights into Communicative Acts that Promote New Alternative Masculinities.  Qualitative Inquiry (in press).

• Ramis, M.; Martín, N.;  Íñiguez, T. (2014). How the dialog in communicative daily life stories transforms women’s analyses of why they suffered gender violence.  Qualitative Inquiry (in press).

• 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 (in press).

• 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 (in press).

• Redondo, G.; Pulido-Rodríguez, M.; Larena, R.; de Botton, L. (2014). Not Without Them: The Inclusion of Minors’ Voices on Cyber Harassment Prevention.  Qualitative Inquiry (in press).

• Oliver, E. (2014). Zero Violence since Early Childhood: The Dialogic Recreation of Knowledge.  Qualitative Inquiry (in press).

• 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 (in press).

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

• García-Yeste, C. (2014). Overcoming Stereotypes through the Other Women’s Communicative Daily Life Stories.  Qualitative Inquiry (in press).

• Gómez, A. (2014). How friendship generates key research questions that help to overcome gender-based violence: a personal narrative. Qualitative Inquiry (in press).

• Sordé, T.; Serradell, O.; Puigvert, L.; & Munté (2013). Solidarity networks that challenge racialized discourses: The case of Romani immigrant women in Spain.  European Journal of Women Studies, 20(4).
• Flecha, R., Puigvert, L. & Ríos, O. (2013). The New Alternative Masculinities and the Overcoming of Gender Violence. International and Multidisciplinar Journal of Social Sciences, 2 (1), 88-113, Abstract

• Flecha, R. & Soler. M. (2013). Turningdifficulties into possibilities: engaging Roma families and students in school through dialogic learning. Cambridge Journal of Education, DOI: 10.1080/0305764X.2013.819068 Abstract

• 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) p. 17-33. Abstract

• Gómez, A., Elboj, C. & Capllonch, M. (2013). Beyond Action Research. The Communicative Methodology of Research. International Review of Qualitative Research, 6(2): 183-197. 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

• Sordé, T.; Serradell, O.; Puigvert, L.; & Munté, A. (2013). Solidarity networks that challenge racialized discourses: The case of Romani immigrant women in Spain European Journal of Women’s Studies 1350506813510425, first published on November 20. DOI:10.1177/1350506813510425 Abstract

• Sánchez, M., Yuste, M., de Botton, L. & Kostic, R. (2013). Communicative Methodology of Research with Minority Groups. International Review of Qualitative Research, 6(2): 226-238. 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.

• 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

• Aiello, E., Mondejar, E. & Pulido, M.A. (2013). Communicative Methodology of Research and Recognition of the Roma People. International Review of Qualitative Research, 6(2): 254-265. Abstract

• Ramis, M., Alonso, M.J. & Siles, G. (2013) Communicative Methodology of Research in the Preventive Socialization of Gender Violence. International Review of Qualitative Research, 6(2): 266-276. Abstract

• Duque, E., Vidu, A. & Schubert, T. (2013) The Struggle. Violence Against Women in Spanish Universities. International Review of Qualitative Research, 6(2): 277-288. 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

• Rodríguez, F., Rué, L. & López, L. (2013). Situating the Communicative Methodology of Research in the Context of Public Science. International Review of Qualitative Research, 6(2): 307-322. Abstract

• Flecha, R. (2012). European research, social innovation and successful cooperativist actions. International Journal of Quality and Service Sciences, 4(4), 332 – 344. Abstract

• Puigvert, L., Christou, M. &Holdford, J. (2012). Critical Communicative Methodology: including vulnerables voices in research through dialogue.  Cambridge Journal of Education, 42 (4) Full text

• Sordé-Martí, T., Munté, A., Contreras, A., & Prieto-Flores, O.  (2012). Immigrant and Native Romani Women in Spain: Building Alliances and Developing Shared Strategies Journal of Ethnic and Migration Studies, 38(8), 1233-1249. doi: 10.1080/1369183X.2012.689179. Abstract

• 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. Abstract Full text

• Flecha, R. & Santa Cruz, I. (2011) Cooperation for economic success: the Mondragon case. Analyse & Kritik, 1: 157-170.

• Flecha, A., García, R., & Rudd, R. (2011). Using Health Literacy in School to Overcome Inequalities. European Journal of Education, 46(2), 209–218. 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 Education, 46(2), 197–208. 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 Education, 46(2), 184–196. Abstract Full text

• Soler, M. (2011). Editorial. European Journal of Education, 46(2), 169–172. Abstract Full text

• Valls, R. & Padrós, M. (2011). Using Dialogic Research to Overcome Poverty: from principles to action. European Journal of Education, 46(2), 173–183. Abstract Full text

• Gómez, A., Puigvert, L. & Flecha R. (2011). Critical Communicative Methodology: Informing real social transformation through research. Qualitative Inquiry, 17 (3), 235-245. Abstract Full 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

• Flecha, R. (2011). The dialogic sociology of education. International Studies in Sociology of Education, 21(1), 7 - 20. Abstract Full text

• Harris, S., & Soler, M. (2011). Education for social inclusion (Editorial). International Studies in Sociology of Education, 21(1), 1- 5. 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 Full text

• 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 Full text

• Aubert, A. (2011). Moving beyond social exclusion through dialogue. International Studies in Sociology of Education, 21(1), 63 - 75. Abstract Full text

• 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 Full text

• 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

• 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 , Vol. 30, No. 2, pp. 207–218.  Abstract  Full text

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

• Rué, L.; Soler, M.; Flecha, R. (2005): Opening the Barcelona Science Park to the Neighbourhood. Living Knowledge. International Journal of Community Based Research. Num. 5, pp. 18-19. Bonn, Germany: ISSNET.

• Flecha, A.; Oliver, E. (2004): Romaní Women and Popular Education. Convergence. pp. 7-26. Leicester, UK: NIACE. Abstract  Full text

• Elboj, C.; Puigvert, L. (2004): Interaction among ‘other women’: Personal and social meaning. Journal of Social Work Practice. London: Gran Bretanya. Abstract  Full text

• Soler, M. (Coord.). (2004): Dialogic education. Schools in Spain Today. Special Issue. Networks. An On-line Journal for Teacher Research. n.1, v. 7,(on-line). Abstract  Full text

• Santa Cruz, I. & Valls, R. (2004). Adult Education, Democratic Manegement of NGOs and Social Inclusion. Journal of Adult and Continuing Education , 7, pp. 133-146.

• Aubert, A., Carretero, S., Díez, J., Duque, E., Gómez, J., González, S., Tellado, I. (2004): Interpersonal competences. In: Sava , S. & Marian, A. Resource Package on Counseling in Adult Education. Timisoara: Mirton. Pp 52-66, 214-234.

• Soler, M. (2004): Dialogic Education in Spain: Some initial words , Networks. An On- line Journal for Teacher Research vol. 7 (1). California: Gordon Wells. Abstract  Full text

• Gómez, J.; Vargas, J. (2003): Why Romà do not like mainstream schools: voices of a people without territory . Harvard Educational Review. v. 73, pp. 559-590. Abstract  Full text

• Gómez Alonso, J.(2002): Learning Communities: when learning in common means school success for all. Multicultural Teaching, Vol. 20, Num, 2, Spring, p. 13-17. Staffordshire: Trentham books. Abstract  Full text

• Purcell-Gates, V.; Degener, S.; Jacobson, E.; Soler, M. (2002): Impact of authentic adult literacy instruction on adult literacy practices. Reading research quarterly. Delaware: International Reading Association, n. 1, v. 37, pp. 70-92. Abstract  Full text

• Flecha, R.; Sánchez, M. (2001): And you, how would you like 2001 to be? Lline. Lifelong Learning in Europe. Helsinki: KVS Foundation. Issue 1, v. VI, pp. 20-25.

• Miquel, S.; Planella, J.; Sánchez, M. (2000): The seminars: the development of an Educational experience for social educators. Social Work in Europe. Special Feature: Educating for the social professions in Europe. Reino Unido: Russell House Publishing. n. 2, v. VII, pp. 28-33. Full text

• Soler, M. (2000): Reviewing Freire: Pedagogy of the Heart, Teachers as Cultural Workers, and Pedagogy of Freedom. Harvard Educational Review, Cambridge. MA: Harvard University. n. 1, v. 70, pp. 109-117.  Abstract  Full text

• Flecha, R.(1999): Modern and Postmodern racism in Europe: dialogic approach and anti-racist pedagogies. Cambridge, MA: Harvard University. Harvard Educational Review . n. 2, v. 69, pp. 150-171. Abstract  Full text

• Sánchez, M. (1999): La Verneda-Sant Martí: A school where people dare to dream. Harvard Educational Review, Cambridge, MA: Harvard University. n. 3, v. 69, pp. 320-357. Abstract  Full text

• Brizuela, B.; Soler, M. (1998): Cultural Action for Freedom: Editors’ Introduction. Harvard Educational Review. Cambridge, MA: Harvard University. n. 4, v. 68, pp. 471-475.

• Soler, M. (1997): Paulo Freire: An educator commited to people’s lives, love and dreams. International Education Newsletter. Cambridge, MA: Harvard University, pp. 1-2.

• Flecha, R.(1996): Traditional modernity postmodernity and communicative modernity. In Constitutive interplay midst discourse of East and West. Modernity and Postmodernity Renderings in Adult and Continuing Education. Seoul, Korea: Chung-Ang University, pp. 9-115.

• Flecha, R. (1996): Out of the ghetto - a communicative perspective. International Journal of University Adult Education. United Kingdom: University of Warwick, n. 3, v. 35, pp. 1-7

• Flecha, R. (1995): Out of the ghetto – a communicative perspective. Adult Education and Development. Bonn: Institut für Internationale Zusammenarbeit des Deutschen Volkshochschul-Verbandes (IIZ/DVV), n. 45, pp. 189-197.

• Flecha, R.(1995): Research Trends in Adult Education. A Communicativen Perspective. Adult Education and Development. Bonn: Institut für Internationale Zusammenarbeit des Deutschen Volkshochschul- Verbandes.

• Flecha, R. (1990): Spanish Society and Adult Education. International Journal of Lifelong Education. London: Taylor & Francis, n. 2, v. 9, pp. 99-108. Abstract  Full text