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International Studies in Sociology of Education Volume 21, 2011 - Issue 1: Education for Social Inclusion
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Articles

The dialogic sociology of education

Ramón Flecha Department of Sociological Theory, University of Barcelona, Barcelona, SpainCorrespondence[email protected]
Pages 7-20 | Published online: 03 Mar 2011

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Esther Cruz Iglesias, Monike Gezuraga Amundarain, Begoña Ordeñana García & Idoia Legorburu Fernández. (2021) Educational support in self-managed youth spaces. Key principles for intervention. Social Work Education 40:5, pages 593-608.
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Soyoung Han, Di Liang & Mari Haneda. (2021) A case study of two South Korean middle school EFL teachers’ practices: instructional stances and use of classroom materials. Classroom Discourse 12:1-2, pages 56-74.
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Thomas C. Pearce & Bronwyn E. Wood. (2019) Education for transformation: an evaluative framework to guide student voice work in schools. Critical Studies in Education 60:1, pages 113-130.
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Diana Valero, Gisella Redondo-Sama & Carmen Elboj. (2018) Interactive groups for immigrant students: a factor for success in the path of immigrant students. International Journal of Inclusive Education 22:7, pages 787-802.
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Ignasi Puigdellívol, Silvia Molina, Dorys Sabando, Gaby Gómez & Cristina Petreñas. (2017) When community becomes an agent of educational support: communicative research on Learning Communities in Catalonia. Disability & Society 32:7, pages 1065-1084.
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Mari Haneda, Annela Teemant & Brandon Sherman. (2017) Instructional coaching through dialogic interaction: helping a teacher to become agentive in her practice. Language and Education 31:1, pages 46-64.
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Articles from other publishers (13)

Roger Campdepadrós-Cullell, Silvia Molina-Roldán, Mimar Ramis-Salas & Lena de Botton. (2020) The Vic Model: From school redistribution to xenophobic voting. Political Geography 83, pages 102254.
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Leire Agirreazkuenaga. (2019) Embedding Sustainable Development Goals in Education. Teachers’ Perspective about Education for Sustainability in the Basque Autonomous Community. Sustainability 11:5, pages 1496.
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Javier Díez-Palomar, Ainhoa Sanmamed, Rocío García-Carrión & Silvia Molina-Roldán. (2018) Pathways to Equitable and Sustainable Education through the Inclusion of Roma Students in Learning Mathematics. Sustainability 10:7, pages 2191.
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Michael W Apple. (2016) Challenging the epistemological fog: The roles of the scholar/activist in education. European Educational Research Journal 15:5, pages 505-515.
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Rosa Valls & Laura Ruiz. (2016) Social and Educational Libertarian-Oriented Movements in Spain (1900–Present): Contributing to the Development of Societies and to Overcoming Inequalities. Teachers College Record: The Voice of Scholarship in Education 118:4, pages 1-10.
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Marta Cristina Azaola. (2014) Community school programmes in Latin America: Imagining the long-term impact of developing pupils’ agency. International Journal of Educational Development 38, pages 80-86.
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Elina Lehtomäki, Hille Janhonen-Abruquah, Margaret T. Tuomi, Mari-Anne Okkolin, Hanna Posti-Ahokas & Päivi Palojoki. (2014) Research to engage voices on the ground in educational development. International Journal of Educational Development 35, pages 37-43.
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José Manuel Mendes. 2014. European and Latin American Higher Education Between Mirrors. European and Latin American Higher Education Between Mirrors 23 39 .
Michael W. Apple. (2013) Between traditions: Stephen Ball and the critical sociology of education. London Review of Education.
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Amy Stambach & Christina Cappy. (2012) What We See, What Is Missing, and What Has Fallen Away: The 2011 Comparative Education Review Bibliography . Comparative Education Review 56:3, pages 534-546.
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Michael W. Apple. 2012. Policy, Discourse and Rhetoric. Policy, Discourse and Rhetoric 141 150 .
Peter Wright. 2012. Critical Voices in Teacher Education. Critical Voices in Teacher Education 211 221 .
Rosa Valls & Maria Padrós. (2011) Using Dialogic Research to Overcome Poverty: from principles to action. European Journal of Education 46:2, pages 173-183.
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