The Dialogic Inclusion Contract (DIC) consists in an agreement between the scientific community and social agents to define successful actions aimed at overcoming social exclusion in highly underprivileged areas. Taking the case of a Spanish neighborhood that is generating important transformations, this article explores the process of defining these successful actions by the means of contrasting the scientific community knowledge and the one arising from the experiences of the people living and working in that particular neighborhood. The contrast is analyzed through three principles that are part of the Critical Communicative Methodology (CCM): communicative rationality, elimination of the interpretative hierarchy, and considering people as transformative social agents.

Research on gender violence has identified as one main component leading to gender violence a dominant socialization process which associates attractiveness to men who show violent behaviors and attitudes, while egalitarian and non-violent men are emptied of attractiveness. This is known as coercive dominant discourse. Starting from the evidence that the peer group is a main context of socialization in adolescence, quantitative data were collected from six classes of secondary education (14–15-year-old adolescents) to explore whether the coercive dominant discourse is displayed in social interactions in the peer group and, if so, how it influences attractiveness patterns and sexual-affective behavior in adolescence. The analyses reveal that the coercive dominant discourse is often reproduced in the peer group interactions, creating group pressure, and pushing some girls to violent relationships. Alternative ways of interaction are also reported, which allow a socialization leading to more freedom, less coercion, and more healthy relationships.

Teacher induction has been an object of interest in teacher education and professional development, mostly as a result of the analysis of the difficulties faced and the coping strategies developed by newly qualified teachers. However, the specific mechanisms to facilitate teachers’ induction when being appointed by schools working under challenging contexts have been less explored. This study aims to explore the potential of a community-based school model named Schools as Learning Communities to induct new teachers and to help them embrace the school’s project. A single case study was conducted in a high-poverty school located in Barcelona (Spain). Data collection included observations and interviews with teachers and the school management team. Findings highlight two main features of the school model that facilitate teacher induction: the dialogic approach to teachers’ professional development and the participation of family and community members in the school, which operates as a pedagogical resource. Furthermore, our results reveal this model as a successful pathway for the new teachers to embrace the school mission and to become agents of transformation who contribute to the project’s sustainability. The study offers lessons on how to support the induction of teachers who join diverse schools serving students living in poverty.

In 1968, Freire included in his work the need of dialogue for those acting as leaders. Since then, leadership has been widely addressed by authors around the world and different conceptual frameworks have been developed. The role of dialogue for leading change has been significant across different social and educational movements. Educational research has advanced knowledge on using a dialogic approach for mobilising schools and communities. Building on the research conducted under the INCLUD-ED project, schools and communities together engaged in participation processes that enabled teachers, children, families and community members to lead the transformation of their schools. Based on a first attempt to theorise this phenomenon, this article explores the concept of dialogic leadership and accounts for the contributions in educational and teacher leadership oriented to promote change and improvement. First, a general overview of the relevance of dialogue in the dialogic turn of societies and social sciences will be provided. Second, the role of dialogue in different leadership models will be analysed considering especially the relevance granted to dialogue in the teacher leadership model. Third, a conceptualisation of the model of dialogic leadership will be proposed to end with final remarks highlighting the relevance of conducting empirical work to further elaborate on this conceptualisation.

The damaging consequences of school violence affect many children and society at large. An important part of it remains undetected by many professionals. Gender also significantly influences many conflicts that are perceived only as peer violence. To provide real solutions that can succeed in preventing violence, European researchers have used communicative methodology. This transformative research approach was implemented in a study conducted in three Spanish schools, two primary and one secondary. This article presents a dialogic model for school violence prevention and describes a procedure that encourages significant community involvement. We argue that this model’s dialogic approach to school violence prevention relies on some key principles from communicative methodology: overcoming an interpretative hierarchy and reaching consensus. This article demonstrates how the transformative approach of communicative methodology can be transferred to develop effective models of violence prevention.