Recently, the need to contribute to the evaluation of the scientific, social, and political impact of Social Sciences and Humanities (SSH) research has become a demand of policy makers and society. The international scientific community has made significant advances that have transformed the impact of evaluation landscape. This article reviews the existing scientific knowledge on evaluation tools and techniques that are applied to assess the scientific impact of SSH research; the changing structure of social and political impacts of SSH research is investigated based on an overarching research question: to what extent do scholars attempt to apply methods, instruments, and approaches that take into account the distinctive features of SSH? The review also includes examples of European Union (EU) projects that demonstrate these impacts. This article culminates in a discussion of the development of the assessment of different impacts and identifies limitations, and areas and topics to explore in the future.

Schools and communities may have a key role in reversing the cycle of inequality that the Roma suffer in Europe. Aiming at reducing existing inequalities, dialogic learning aims to ensure high levels of academic learning for all children, by involving the whole community through egalitarian dialogue. Less well known are the implications of this approach for the Roma in highly marginalised areas. This article presents the results of a longitudinal case study in a Spanish primary school, undertaken as part of the European Union-funded INCLUD-ED Integrated Project. It reports on educational actions grounded in dialogic learning, which have succeeded in engaging families and communities in the school, the classroom and other learning spaces. Based on a dialogic school-based transformation, Roma families participated in children’s learning activities and decision-making spaces. We explore how these actions involving Roma families are developed and the effect they may have in improving learning and engagement.

Framed in a context of questioning of the social sciences by European institutions, this article offers an example of a way of doing organic public sociology for and with civil society. The authors employ the Communicative Methodology, which goes beyond oppositions between descriptive and normative sociology. It does so by using the concept of ‘successful actions,’ which brings scientific knowledge into dialogue with the knowledge of people from the communities and institutions involved. Thanks to Communicative Methodology, the European Parliament approved the successful actions from a study of a Roma neighborhood in extreme poverty, leading to the creation of a successful cooperative with sustainable employment. In sum, this public sociology calls for a dialogic democracy accountable to all voices, in which the successful actions that researchers analyze then get recreated in collaboration with the publics, so that society can implement them to improve people’s living conditions.