The biography of Luisa, a teacher participating in the dialogic pedagogical gatherings of Valencia, allows us to analyze those elements associated with these Dialogic Gatherings (DGs) that made it possible to radically transform Luisa’s feelings and thoughts, becoming a protagonist in the socio-educational movement in Valencia. This biographical study under a communicative approach shows how the gatherings led Luisa to initiate a process of transformation, not only becoming a happier and freer person, but also to dream of utopias of social creation. In this communicative biography, the key elements that enable teachers such as Luisa to become capable of leading educational movements based on validity claims, equality, and commitment to high quality education for all children are analyzed.
AielloE.JoanpereM. (2014). Social creation. A new concept for social sciences and humanities. International and Multidisciplinary Journal of Social Sciences, 3, 297-313. doi:10.4471/rimcis.2014.41
2.
AubertA.FlechaA.GarcíaC.FlechaR.RacioneroS. (2008). Aprendizaje dialógico en la sociedad de la información [Dialogic learning in the information society]. Barcelona, Spain: Hipatia.
3.
AubertA.GarcíaC.RacioneroS. (2009). El aprendizaje dialógico [Dialogic Learning]. Cultura y Educación, 21, 129-139. doi:10.1174/113564009788345826
4.
AustinJ. (1962). How to do things with words. Oxford, UK: Oxford University Press.
5.
BroomA.KellyH.PhilipT. (2009). The role of gender, environment and Individual biography in shaping qualitative interview data. International Journal of Social Research Methodology, 12, 51-65. doi:10.1080/13645570701606028
6.
BrunerJ. (1996). The culture of education. Cambridge, MA: Harvard University Press.
7.
ChomskyN. (2000). Chomsky on mis-education. Lanham, MD: Rowman & Littlefield.
8.
DaviesB.GannonS. (2006). Doing collective biography. New York, NY: McGraw-Hill Education.
9.
DenzinN. (2006). Analytic autoethnography or Déjà Vu all over again. Journal of Contemporary Ethnography, 35, 419-428. doi:10.1177/0891241606286985
10.
DenzinN. (2013). Assumptions of the method. In GoodwinJ. (Ed.), SAGE biographical research (Vol. 1, pp. 63-77). London, England: SAGE.
11.
DenzinN. (2014). Interpretive autoethnography. Los Angeles, CA: SAGE.
12.
EscuderoJ. M.GonzálezM. T.RodríguezM. J. (2013). Improvement of educational equity & teacher training. Multidisciplinary Journal of Educational Research, 3, 206-234. doi:10.4471/remie.2013.14
FlechaR. (1999). Modern and postmodern racism in Europe: Dialogic approach and anti-racist pedagogies. Harvard Educational Review, 69, 150-171. doi:10.17763/haer.69.2.3346055q431g2u03
16.
FlechaR. (2000). Sharing words: Theory and practice of dialogic learning. Lanham, MD: Rowman & Littlefield.
17.
FlechaR. (2006-2011). INCLUD-ED project: Strategies for inclusion and social cohesion in Europe from education (6th Framework Programme: Citizens and Governance in a Knowledge-Based Society. CIT4-CT-2006-028603). Brussels, Belgium: Directorate-General for Research, European Commission.
18.
FreireP. (1970). Pedagogy of the oppressed. New York, NY: Continuum Books.
19.
FreireP. (1976). Education, the practice of freedom. London, England: Writers and Readers.
20.
FreireP. (1997). A la sombra de este árbol [Under the shade of this tree]. Barcelona, Spain: El Roure Ciencia.
21.
García-YesteC. (2014). Overcoming stereotypes through the other women’s communicative daily life stories. Qualitative Inquiry, 20, 923-927. doi:10.1177/1077800414537218
22.
GinerE. (2013). Amistad deseada. Aportaciones de Jesús Gómez y Ramón Flecha que están acercando la realidad a nuestros sueños [Desired friendship. Contributions of Ramón Flecha and Jesús Gómez that are turning our realities into dreams]. Barcelona, Spain: Hipatia.
23.
GirouxH. (1988). Teachers as intellectuals: Toward a critical pedagogy of learning. Westport, CT: Bergin & Garvey Press.
24.
GómezA. (2014). New developments in mixed methods with vulnerable groups. Journal of Mixed Methods Research, 8, 317-320. doi:10.1177/1558689814527879
25.
GómezJ. (2015). Radical love. A revolution for the 21st century. New York, NY: Peter Lang.
GonickM.WalshS.BrownM. (2011). Collective biography and the question of difference. Qualitative Inquiry, 17, 741-749. doi:10.1177/107780041142111
28.
HabermasJ. (1984). The theory of communicative action: Reason and the rationalization of society (Vol. 1). Boston, MA: Beacon Press.
29.
MooreF. (2013). “Go and see Nell; She’ll put you right”: The wisewoman and working-class health care in early twentieth-century Lancashire. Social History of Medicine, 26, 695-714. doi:10.1093/shm/hkt004
30.
PeliasR. (2004). A methodology of the heart: Evoking academic and daily life. Walnut Creek, CA: Altamira Press.
31.
PulidoC.ZepaB. (2010). La interpretación interactiva de los textos a través de las tertulias literarias dialógicas [The interactive interpretation of texts through dialogic literary gatherings]. Revista Signos, 43, 295-309. doi:10.4067/S0718-09342010000400003
32.
VigotskyL. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
