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Social and Educational Libertarian-Oriented Movements in Spain (1900–Present): Contributing to the Development of Societies and to Overcoming Inequalities


by Rosa Valls & Laura Ruiz — 2016

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Cite This Article as: Teachers College Record Volume 118 Number 4, 2016, p. 1-10
http://www.tcrecord.org ID Number: 19359, Date Accessed: 12/18/2017 1:41:39 PM

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About the Author
  • Rosa Valls
    University of Barcelona
    E-mail Author
    ROSA VALLS is professor at the Department of Theory and History of Education, University of Barcelona, and Deputy Director of CREA, Centre of Research in Theories and Practices that Overcome Inequalities (http://creaub.info/). Her research lines are about adult and community education, transformative learning, Schools as Learning Communities, participation, social inclusion, and gender violence. She has participated in more than 15 national and European R&D projects, leading 9 of them, funded by the Spanish National Plan for Research, Development and Innovation or by the European Commission. Among these investigatons, she has been member of the research team of the INCLUD-ED project. Strategies for inclusion and social cohesion from education in Europe (6th FP, 2006–2011), the only research in the Social Sciences and Humanities selected by the European Commission among the 10 success stories in the Framework Program of Research for its added value. Some of her main publications in internationally ranked journals are: “Contributions for Eradicating Gender Violence: Female Empowerment and Egalitarian Dialogue in the Methodological Foundations of FACEPA Women’s Group” in Qualitative Inquiry (2014); “The Power of Interactive Groups: How Diversity of Adults Volunteering in Classroom Groups Can Promote Inclusion and Success for Children of Vulnerable Minority Ethnic Populations” in the Cambridge Journal of Education (2013); “Using Dialogic Research to Overcome Poverty: From Principles to Action” in the European Journal of Education (2011), and “Gender Violence Amongst Teenagers: Socialization and Prevention,” in Violence Against Women (2008). Additionally, Dr. Valls is author of several books and chapters, including Dialogic Learning: A Communicative Approach to Teaching and Learning (EEUU, 2007); The Praeger Handbook of Education and Psychology. EEUU (2008); and Dialogical Learning in Popular Education Movements in Spain (UK, 2005).
  • Laura Ruiz
    University of Edinburgh
    E-mail Author
    LAURA RUIZ is a postdoctoral research fellow at the Department of Theory and History of Education at the University of Barcelona. At present she is leading research on socio-educative actions that are overcoming inequalities in Spain and the United Kingdom, cofunded by the Government of Catalonia Beatriu de Pinos Programme and the Marie Curie Actions of the 7th Framework Programme for Research of the European Commission. During the process of preparing this article she was a postdoctoral research fellow at the Institute for Education, Community and Society of the University of Edinburgh. Her research activities encompass the investigation of education and the ways for overcoming inequalities, history of education, the libertarian women’s movement, and cultural groups. Dr. Ruiz has been member of several Spanish and European-funded R&D projects. She is author of the book Free Women (Mujeres Libres): Voices and Memories for a Libertarian Future (2011), published by Sense Publishers, and coauthor with Maria Padrós of Development Learning Through Dialogue—Learning Centres in Spain (2006), published by the National Institute for Adult Continuing Education (NIACE), United Kingdom, and the German Institute for Adult Education (DIE). Some of her scientific publications are “Contributions of the Libertarian Movement to the Women's Education” in Social and Education History (2012); “How to Move From Power-Based to Dialogic Relations? Lessons from Roma Women” in the European Journal of Education (2011); and “Other Women in Research: Overcoming Social Inequalities and Improving Scientific Knowledge Through the Inclusion Of All Voices” in Qualitative Inquiry (2011).
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