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Ainhoa Flecha
Universitat Autónoma de Barcelona

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Journal article
Published: 31 May 2021 in Revista de Sociología de la Educación-RASE
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En el presente artículo se realiza un análisis exploratorio del concepto de eficacia intercultural en relación con la profesión docente, aplicando la Multicultural Efficacy Scale de Guyton y Wesche (2005), (Escala de Eficacia Intercultural) recogiendo datos de n.=296 estudiantes de último año de Magisterio de Educación Infantil, Primaria y del Máster de Profesorado de Secundaria. Para su análisis se evalúa la incidencia de factores sociodemográficos en los índices de eficacia cultural, y la relación de dependencia entre ellos. Los resultados evidencian la aplicabilidad de la escala; que el profesorado en formación presenta índices elevados tanto en actitud como en eficacia intercultural, pero un escaso conocimiento sobre ello; se demuestra que las variables sociodemográficas inciden en los índices de eficacia intercultural; y cómo la actitud influye en la eficacia intercultural.

ACS Style

Tatiana Iñiguez-Berrozpe; Diana Valero-Errazu; Ainhoa Flecha; Gisela Redondo-Sama. Hacia una evaluación de la eficacia intercultural en el profesorado en formación. Revista de Sociología de la Educación-RASE 2021, 14, 139 -156.

AMA Style

Tatiana Iñiguez-Berrozpe, Diana Valero-Errazu, Ainhoa Flecha, Gisela Redondo-Sama. Hacia una evaluación de la eficacia intercultural en el profesorado en formación. Revista de Sociología de la Educación-RASE. 2021; 14 (2):139-156.

Chicago/Turabian Style

Tatiana Iñiguez-Berrozpe; Diana Valero-Errazu; Ainhoa Flecha; Gisela Redondo-Sama. 2021. "Hacia una evaluación de la eficacia intercultural en el profesorado en formación." Revista de Sociología de la Educación-RASE 14, no. 2: 139-156.

Journal article
Published: 01 September 2020 in Sustainability
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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.

ACS Style

Rocío García-Carrión; Maria Padrós Cuxart; Pilar Alvarez; Ainhoa Flecha. Teacher Induction in Schools as Learning Communities: Successful Pathways to Teachers’ Professional Development in a Diverse School Serving Students Living in Poverty. Sustainability 2020, 12, 7146 .

AMA Style

Rocío García-Carrión, Maria Padrós Cuxart, Pilar Alvarez, Ainhoa Flecha. Teacher Induction in Schools as Learning Communities: Successful Pathways to Teachers’ Professional Development in a Diverse School Serving Students Living in Poverty. Sustainability. 2020; 12 (17):7146.

Chicago/Turabian Style

Rocío García-Carrión; Maria Padrós Cuxart; Pilar Alvarez; Ainhoa Flecha. 2020. "Teacher Induction in Schools as Learning Communities: Successful Pathways to Teachers’ Professional Development in a Diverse School Serving Students Living in Poverty." Sustainability 12, no. 17: 7146.

Journal article
Published: 27 June 2018 in Sustainability
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Education is a key feature in the development of an agenda for a sustainable world. Education usually is associated with developing a responsible and ethical citizenship, aware of the main challenges for a sustainable development. Mathematics used to play a role as gatekeeper to achieve good educational performance. This article explores six case studies of Roma developing successful learning stories in learning mathematics. We identify five main characteristics in their educational trajectories that may explain Roma students’ success in the school. This article moves forward previous studies characterizing Roma cultural features of mathematics learning, reporting stereotypes towards Roma in school. We conclude that in order to promote educational inclusion, successful stories may inform effective educational programs that, ultimately, may lead towards a sustainable education, including students from the most disadvantaged groups, as in the case of the Roma people.

ACS Style

Javier Díez-Palomar; Ainhoa Flecha Fernández De Sanmamed; Rocío García-Carrión; Silvia Molina-Roldán. Pathways to Equitable and Sustainable Education through the Inclusion of Roma Students in Learning Mathematics. Sustainability 2018, 10, 2191 .

AMA Style

Javier Díez-Palomar, Ainhoa Flecha Fernández De Sanmamed, Rocío García-Carrión, Silvia Molina-Roldán. Pathways to Equitable and Sustainable Education through the Inclusion of Roma Students in Learning Mathematics. Sustainability. 2018; 10 (7):2191.

Chicago/Turabian Style

Javier Díez-Palomar; Ainhoa Flecha Fernández De 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, no. 7: 2191.

Journal article
Published: 22 February 2018 in International Journal of Environmental Research and Public Health
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Whereas the topic of the ‘cultural sensitivity’ of healthcare systems has been addressed extensively in the US and the UK, literature on the subject in most European countries, specifically looking at the situation of Roma, is still scarce. Drawing on qualitative research conducted mainly in the city of Barcelona under the communicative approach with Roma subjects who have stable socioeconomic positions and higher cultural capitals (end-users, professionals of the healthcare system, and key informants of a regional policy oriented to the improvement of Roma living conditions), the present study aims to fill this gap. We explore the barriers that the Roma face in accessing the healthcare system, reflecting on how these barriers are accentuated by the existing anti-Roma prejudices and institutional arrangements that do not account for minority cultures. Our results point out a series of obstacles at two levels, in the interaction with healthcare professionals, and in relation to existing institutional arrangements, which prevent Roma families from having equal access to the healthcare system. Education stands up as a mechanism to contest anti-Roma sentiments among healthcare professionals.

ACS Style

Emilia Aiello; Ainhoa Flecha; Olga Serradell. Exploring the Barriers: A Qualitative Study about the Experiences of Mid-SES Roma Navigating the Spanish Healthcare System. International Journal of Environmental Research and Public Health 2018, 15, 377 .

AMA Style

Emilia Aiello, Ainhoa Flecha, Olga Serradell. Exploring the Barriers: A Qualitative Study about the Experiences of Mid-SES Roma Navigating the Spanish Healthcare System. International Journal of Environmental Research and Public Health. 2018; 15 (2):377.

Chicago/Turabian Style

Emilia Aiello; Ainhoa Flecha; Olga Serradell. 2018. "Exploring the Barriers: A Qualitative Study about the Experiences of Mid-SES Roma Navigating the Spanish Healthcare System." International Journal of Environmental Research and Public Health 15, no. 2: 377.

Research article
Published: 14 September 2017 in Qualitative Health Research
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A common characteristic of Roma as a cultural group is that they do not allow their elderly to die alone. Nevertheless, rooted in a mainstream cultural perspective of health provision services, public institutions usually do not allow Roma people to be with their loved ones in their last moments. Following the communicative methodology, we conducted a communicative case study on the death of the most relevant female Roma leader in Catalonia. She was accompanied by more than two hundred family members and friends in her room and corridor at an important hospital in Barcelona. We performed our research in the 2 years following her death to obtain the reflections of the Roma members involved. These reflections revealed the egalitarian dialogue forged between these Roma members and the hospital personnel, which enabled the former to embrace their culture and support their loved ones before death. Because this dialogue was possible and fruitful, the acknowledgment of cultural diversity and the improvement of the quality of services offered to Roma might also be possible in other health institutions.

ACS Style

Tania Garcia-Espinel; Laura Aso; Gisela Redondo-Sama; Ainhoa Flecha. Roma Never Die Alone. Qualitative Health Research 2017, 27, 2189 -2200.

AMA Style

Tania Garcia-Espinel, Laura Aso, Gisela Redondo-Sama, Ainhoa Flecha. Roma Never Die Alone. Qualitative Health Research. 2017; 27 (14):2189-2200.

Chicago/Turabian Style

Tania Garcia-Espinel; Laura Aso; Gisela Redondo-Sama; Ainhoa Flecha. 2017. "Roma Never Die Alone." Qualitative Health Research 27, no. 14: 2189-2200.

Research article
Published: 29 November 2015 in Qualitative Inquiry
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This article presents Isabel’s biography as a case study of how Dialogic Literary Gatherings (DLGs) can transform the lives of non-academic women by fostering their social participation. Isabel, an illiterate woman from Barcelona (Spain), engaged in adult education to learn to read and write. This initial motivation was transformed by her participation in DLGs, in which she gained confidence and engaged in women’s organizations, advocating for a more inclusive feminism. More than thirty years later, she has attended international meetings, published articles, and even shared round tables with well-known international feminist scholars such as Judith Butler and Lidia Puigvert.

ACS Style

Ainhoa Flecha. Isabel, From Adult Learner to Community Activist. Qualitative Inquiry 2015, 21, 865 -871.

AMA Style

Ainhoa Flecha. Isabel, From Adult Learner to Community Activist. Qualitative Inquiry. 2015; 21 (10):865-871.

Chicago/Turabian Style

Ainhoa Flecha. 2015. "Isabel, From Adult Learner to Community Activist." Qualitative Inquiry 21, no. 10: 865-871.

Research article
Published: 16 June 2014 in Qualitative Inquiry
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The concept of the mirage of upward mobility, identified as one of the causes of gender violence, has been analyzed in depth through different communicative fieldwork techniques that were designed dialogically. The development of each of these techniques has been crucial to identifying the roots of the phenomenon. This article addresses the implementation of communicative focus groups comprising adolescent girls and young people (aged 14-18 and 18-25) by highlighting different parts of the research process: (a) how the groups were configured and how the participants were selected, (b) the identification of preexisting barriers to discussing the issue and the different possible reactions, (c) how evidence from the scientific community was introduced to the groups, and (d) how the barriers to identifying the mirage of upward mobility can be overcome through dialogue within the focus groups.

ACS Style

Lourdes Rué Rosell; Isabel Martínez; Ainhoa Flecha; Pilar Álvarez-Cifuentes. Successful Communicative Focus Groups With Teenagers and Young People. Qualitative Inquiry 2014, 20, 863 -869.

AMA Style

Lourdes Rué Rosell, Isabel Martínez, Ainhoa Flecha, Pilar Álvarez-Cifuentes. Successful Communicative Focus Groups With Teenagers and Young People. Qualitative Inquiry. 2014; 20 (7):863-869.

Chicago/Turabian Style

Lourdes Rué Rosell; Isabel Martínez; Ainhoa Flecha; Pilar Álvarez-Cifuentes. 2014. "Successful Communicative Focus Groups With Teenagers and Young People." Qualitative Inquiry 20, no. 7: 863-869.

Journal article
Published: 24 July 2013 in International Journal of Environmental Research and Public Health
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On average, the Roma in Europe can expect to die 10 years earlier than the rest of the population, given the health conditions they experience. EU-funded research has informed on successful actions (SA) that when implemented among the Roma provide them new forms of educational participation which have a direct impact on improving their health status, regardless of their educational level. The findings from this research, unanimously endorsed by the European Parliament, have been included in several European Union recommendations and resolutions as part of the EU strategy on Roma inclusion. To analyze these SA, as well as the conditions that promote them and their impact on reducing health inequalities, communicative fieldwork has been conducted with Roma people from a deprived neighbourhood in the South of Spain, who are participating in the previously identified SA. The analysis reveals that these SA enable Roma people to reinforce and enrich specific strategies like improving family cohesion and strengthening their identity, which allow them to improve their overall health. These findings may inform public policies to improve the health condition of the Roma and other vulnerable groups, one goal of the Europe 2020 strategy for a healthier Europe.

ACS Style

Ainhoa Flecha. Healthier Lives for European Minority Groups: School and Health Care, Lessons from the Roma. International Journal of Environmental Research and Public Health 2013, 10, 3089 -3111.

AMA Style

Ainhoa Flecha. Healthier Lives for European Minority Groups: School and Health Care, Lessons from the Roma. International Journal of Environmental Research and Public Health. 2013; 10 (8):3089-3111.

Chicago/Turabian Style

Ainhoa Flecha. 2013. "Healthier Lives for European Minority Groups: School and Health Care, Lessons from the Roma." International Journal of Environmental Research and Public Health 10, no. 8: 3089-3111.

Journal article
Published: 25 May 2011 in European Journal of Education
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Health literacy has firmly established the links between literacy skills and health outcomes and is subsequently considered a key strategy for improving the health of disadvantaged populations and addressing social inequality. However, current research findings for improving health literacy have primarily focused on adults and actions within health and health care settings. Implementation studies outside the health sector are scarce. This study, a subset of the INCLUD‐ED community‐ based project on social inclusion, reports on successful community‐based approaches to health literacy. This article focuses on two schools that take advantage of the cultural intelligence of their students' family members, allowing them to make health literacy programmes more effective and useful for the participants. In addition, family involvement in educational activities addressed to children, including health programmes, has been found to improve the health literacy of the participating adults and their use of healthcare services. Findings indicate that schools in Europe can play a key role in breaking the cycle of health inequalities by promoting health literacy through education.

ACS Style

Ainhoa Flecha; Rocío García; Rima Rudd. Using Health Literacy in School to Overcome Inequalities. European Journal of Education 2011, 46, 209 -218.

AMA Style

Ainhoa Flecha, Rocío García, Rima Rudd. Using Health Literacy in School to Overcome Inequalities. European Journal of Education. 2011; 46 (2):209-218.

Chicago/Turabian Style

Ainhoa Flecha; Rocío García; Rima Rudd. 2011. "Using Health Literacy in School to Overcome Inequalities." European Journal of Education 46, no. 2: 209-218.

Research article
Published: 04 February 2011 in Qualitative Inquiry
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Currently, teenagers are being socialized into a world of violent realities, not only through social interaction but also through interaction via the media, especially via the Internet. Research conducted using the critical communicative methodology has shown that this methodology helps young people to reflect critically about their violent identities in relation to their sexual and affective relationships. It presents opportunities for research participants to question and transform themselves during the research process. In this article, we focus on this transformative dimension of the methodology and illustrate it with qualitative empirical material from two research studies conducted with Spanish youth. One focuses on communicative acts and other on preventing the socialization of gender violence.

ACS Style

Ainhoa Flecha; Cristina Pulido; Miranda Christou. Transforming Violent Selves Through Reflection in Critical Communicative Research. Qualitative Inquiry 2011, 17, 246 -255.

AMA Style

Ainhoa Flecha, Cristina Pulido, Miranda Christou. Transforming Violent Selves Through Reflection in Critical Communicative Research. Qualitative Inquiry. 2011; 17 (3):246-255.

Chicago/Turabian Style

Ainhoa Flecha; Cristina Pulido; Miranda Christou. 2011. "Transforming Violent Selves Through Reflection in Critical Communicative Research." Qualitative Inquiry 17, no. 3: 246-255.

Journal article
Published: 23 January 2009 in Cultura y Educación
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ACS Style

Ainhoa Flecha; Rocio García; Aitor Gómez; Antonio Latorre. Participación en escuelas de éxito: una investigación comunicativa del proyecto Includ-ed. Cultura y Educación 2009, 21, 183 -196.

AMA Style

Ainhoa Flecha, Rocio García, Aitor Gómez, Antonio Latorre. Participación en escuelas de éxito: una investigación comunicativa del proyecto Includ-ed. Cultura y Educación. 2009; 21 (2):183-196.

Chicago/Turabian Style

Ainhoa Flecha; Rocio García; Aitor Gómez; Antonio Latorre. 2009. "Participación en escuelas de éxito: una investigación comunicativa del proyecto Includ-ed." Cultura y Educación 21, no. 2: 183-196.

Book review
Published: 01 September 2008 in International Studies in Sociology of Education
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ACS Style

Nadine Dolby; Olga Serradell; Ainhoa Flecha. Book reviews. International Studies in Sociology of Education 2008, 18, 249 -263.

AMA Style

Nadine Dolby, Olga Serradell, Ainhoa Flecha. Book reviews. International Studies in Sociology of Education. 2008; 18 (3-4):249-263.

Chicago/Turabian Style

Nadine Dolby; Olga Serradell; Ainhoa Flecha. 2008. "Book reviews." International Studies in Sociology of Education 18, no. 3-4: 249-263.