Dialogic literary gatherings in class: new approaches to the education of refugee, migrant children and such from vulnerable social groups

This paper will offer observations on the implementation of the educational practices of dialogic literary gathering and reading buddies at the 66th Philip Stanislavov School, Sofia, Bulgaria in the context of the REFUGE-ED project. It will offer case studies from different high school classes where refugee children, as well as children with mixed ethnic backgrounds […]

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Unaccompanied Foreign Minors in Bulgaria: In the Limbo between the New and Old Homes

This paper aims to contribute to our understanding of how children and young people adapt and move when placed in Safety Zones for unaccompanied minors in two RRCs in Sofia – Voenna Rampa and Ovcha Kupel. The study presents the findings of the implementation process led by a team of representatives from the REFUGE-ED project […]

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Interactive processes and practices contributing to the mental health of unaccompanied refugee children from Afghanistan

The article discusses the work carried out by a team of representatives from the REFUGE-ED project and the International Organization for Migration (IOM) with unaccompanied minors (UAMs) from Afghanistan. The children were accommodated in the Safety Zone, which caters to unaccompanied minors seeking international protection, at the Registration and Reception Center ‘Voenna Rampa’ of the […]

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Inclusivity, friendship and language learning: boosting collaboration in interactive groups

In linguistically diverse contexts, language learning and the building of quality relationships are key – and intertwined – educational goals. These aspects are particularly important in learning communities where the language of instruction may represent an additional language for most students. It is, therefore, essential to identify activities that promote quality interactions in the language […]

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Dialogic literary gatherings: A systematic review of evidence to overcome social and educational inequalities

More than a decade after publications on Dialogic Literary Gatherings in indexed peer-review journals started, a systematic review that gathered the findings was necessary to provide further insight for future educational research, practice, and policymaking. The purpose of the present systematic review was to gather the existing evidence on the social, educational, and learning impact […]

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Dialogic popular education in Spain and its impact on society, educational and social theory, and European research.

Dialogic popular education developed by La Verneda-Sant Martí School for Adults in Spain, influenced by the work of Paulo Freire, has had a range of significant social and educational impacts. Starting with an emancipatory approach to eradicate oppression, this dialogic popular education resisted and has transformed aspects of the Spanish educational sphere despite ongoing hindrances […]

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How Can the Roma Deal with the Health and Social Crisis Generated by the COVID-19 Pandemic? Inequalities

The Roma is the most excluded non-migrant ethnic minority in Europe, facing prejudice, intolerance, discrimination, and social exclusion in their daily lives. This has led to a huge gap in several social domains between the Roma and non-Roma created for centuries. The COVID-19 pandemic has only increased the social and health inequalities that the Roma […]

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School-based programs for supporting the mental health and psychosocial wellbeing of adolescent forced migrants in high-income countries: a scoping review

This article includes a scoping review of literature focused on school-based programs that aim to support the wellbeing of adolescent forced migrants residing in high-income countries. Through this review, an outline of existing programs is provided in addition to reflection on challenges faced and lessons learned from current intervention strategies.   […]

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Interventions de santé mentale basées sur la communauté chez des enfants et des adolescents réfugiés dans des pays à revenu élevé

This systematic review evaluates community-based mental health interventions aimed at reducing mental health concerns for refugee children and adolescent who are living in high-income countries. This review includes many types of studies but specifically looks at the results from randomized control trials (RCTs). The effectiveness of the interventions is evaluated and the insight the review […]

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نقش مداخلات مبتنی بر جامعه در جهت بهبود سلامت روان در کودکان و نوجوانان پناهنده در کشورهای ثروتمند

This systematic review evaluates community-based mental health interventions aimed at reducing mental health concerns for refugee children and adolescent who are living in high-income countries. This review includes many types of studies but specifically looks at the results from randomized control trials (RCTs). The effectiveness of the interventions is evaluated and the insight the review […]

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改善高收入国家难民儿童和青少年心理健康的社区干预措施

This systematic review evaluates community-based mental health interventions aimed at reducing mental health concerns for refugee children and adolescent who are living in high-income countries. This review includes many types of studies but specifically looks at the results from randomized control trials (RCTs). The effectiveness of the interventions is evaluated and the insight the review […]

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Bullyingy Género. Prevención desde la Organización Escolar

The main contribution of this article is to present orientationsand actions that prevent and contribute to eradicate gender violence and violence for homophobia, biphobia and transphobia through the school organization and school management. Some of these actions are inclusive education, democratization of the centres, making visible and not trivializing violence, and mainly the community participation […]

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Fostering the Social Development of Children with Special Educational Needs or Disabilities (SEND) through Dialogue and Interaction: A Literature Review

This paper provides a literature review of interventions, based on social interaction and their impact on the social skills of students with disabilities. Based on these results, it can be concluded that interaction-based interventions with an inclusive approach nurture the social skills of students with disabilities, in line with previous research. […]

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Comunidades de aprendizaje: ¿qué aportan a los voluntarios y voluntarios universitarios?. Revista Complutense de Educación,

This paper presents the assessment of the voluntary students who have participated in centers established as Learning Community. The main conclusion of this paper is that, in the view of its participants, this experience has brought them many benefits both at professional and personal levels, being a highly positively valued practice that they would recommend […]

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How the Psychology of education contributes to research with a social impact on the education of students with special needs: the case of successful educational actions.

The aim of this paper is to analyze the social impact achieved by a line of research that has explored the benefits of such successful educational actions for the education of students with special needs. […]

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De la Escuela Gueto a una Comunidad de Aprendizaje: Un Estudio de Caso sobre la Superación de la Pobreza a Través de una Educación de Éxito

this article focus on the results obtained in a case study located in one of the mostdisadvantaged areas of Europe, “La Milagrosa” neighbourhood (Albacete, Spain), and on the impact generated by the transformation of a school situated in this context into a Learning Community. The results of this study show that the Successful EducationalActions implemented […]

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Amistades,Creadoras

In the book you will find an understanding of why social transformations made from relationships of friendship, loyalty and solidarity are part of a chain of dialogues and events that, although past or present, inspire a better future. […]

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Transferencia de las tertulias literarias dialógicas a instituciones penitenciarias

This study is one of the early steps in the committed continued recreation of the INCLUD-ED Integrated Project in new contexts. INCLUD-ED has the most resources at its command and the highest scientific classification of all the research into schooling being done under the European Commission’s Research Framework Programmes. The results indicate the potential of […]

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Successful Educational Actions for Inclusion and Social Cohesion in Europe.

The aim of the research conducted by the INCLUD-ED project is to achieve both academic success and social cohesion for all children and communities in Europe, regardless of their socioeconomic status and/or ethnic background. The project analyzed the educational actions that lead to social inequality, with a particular focus on the actions that contribute to […]

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Procesos dialógicos de planificación de los servicios sociales: el proceso de cambio en los barrios de La Milagrosa y La Estrella (Albacete)

the lack of tools suitable to aid the social transformation in the so called ghetto barrios favors the development of institutions and social services that do not meet the goals for which they were established. The barrios of La Milagrosa and La Estrella in Albacete illustrate a change in such regard. In those barrios has […]

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