Research on out-of-home child care has revealed that foster care programmes focused on educational attainment and reading have the potential to improve the academic outcomes of children in care. However, no studies have examined which elements of these programmes positively benefit children's emotional well-being. This article presents evidence of the positive effects of implementing a successful educational action, dialogic literary gatherings, in a children's residential care institution. A qualitative study using a communicative-oriented methodology was conducted and involved five participant observations and eight daily life stories with children in out-of-home care in Catalonia (Spain). The children's reflections demonstrated that reading classic books, such as Dickens' Oliver Twist, deeply influenced their feelings and self-conceptions and created new and exciting meaning in their lives. KEYWORDS academic skills, classic literature, dialogic literary gatherings, emotional well-being, out-of-home child care

The first research conducted on violence against women in the university context in Spain reveals that 62% of the students know of or have experienced situations of this kind within the university institutions, but only 13% identify these situations in the first place. Two main interrelated aspects arise from the data analysis: not identifying and acknowledging violent situations, and the lack of reporting them. Policies and actions developed by Spanish universities need to be grounded in two goals: intransigence toward any kind of violence against women, and bystander intervention, support, and solidarity with the victims and with the people supporting the victims.

Researchers in many fields, especially those engaged in the study of gender-based violence, have shown an interest in using mixed designs as innovative methodological procedures to transform social realities. In this article, we introduce the ''communicative evaluation of social impact'' as a methodological tool to reveal the social impact achieved by a multiphase mixed methods design conducted sequentially on gender-based violence in Spanish universities. This tool shows the transformative power of mixed methods with a communicative orientation to generate new legislation, create proper conditions for reporting abuse, and establish new solidarity dynamics with and among the victims to promote violence-free universities. Keywords mixed methods, communicative evaluation of social impact, gender-based violenceGender-based violence is a global public concern. The 2013 United Nations Women's Conference focused on eliminating and preventing all forms of violence against women and girls as part of its efforts to agree on a strategy to overcome all types of discrimination and violence against women of different ages, contexts, and economic and social backgrounds (United Nations, 2013). Gender discrimination is a historical fact that must be addressed in all kinds of institutions across the globe, including universities (Reda & Hamdan, 2015). Violence is particularly prevalent in institutions where hierarchical power relations remain predominant (Connell, 1987). As an institution built on power relations, the academy is a prime environment for gender-based violence (Farley, 1978). In academia, violence varies widely by type, victim profile, and the context in which it occurs (Copenhaver & Grauerholz, 1991;Gross, Winslett, Roberts, & Gohm, 2006;Kalof, 1993;Kusakabe & Pearson, 2016). The United States was one of the first countries to analyze and address the issue of gender-based violence in universities (Kirkpatrick & Kanin, 1957), as evidenced by the Campus Security Act of 1990 and the Student Right-To-Know Act 1 (Renzetti & Edleson, 2008). Although much research has been conducted on gender-based violence in universities, scant attention has been paid to the methodological dimension of this issue. Traditionally, studies on this topic have been conducted using either quantitative or qualitative methods. However, research based on a mixed methods design has grown in popularity over the last several years, along with an appreciation of the implications of this design for the field of gender-based violence (Campbell, Patterson, & Bybee, 2011;Dardis, Kelley, Edwards, & Gidycz, 2013;Jackson, 1999;Mahlstedt & Keeny, 1993;Testa, Livingston, & Vanzile-Tamsen, 2011). Many of these studies have to some extent helped change the institutional, political, and legal landscapes of gender-based violence in universities. However, the path for this change has not always been easy to find. In this article, we present the possibility of shedding light on the political and social implications of the first research conducted on gend...

Communicative daily life stories (CDLS) conducted with Other women (without academic background) from migrant or ethnic minority descent are contributing to dismantle existing sexist and racist stereotypes and prevent gender violence. In this article, drawing from a research focused on the effects of nonacademic mothers on learning activities, it is shown how these women's stories on their own participation make them reflect on the intersection of discrimination and the ways in which they are active agents that are already contributing to dismantling them. Through the use of CDLS, under the communicative approach, the present article contributes to the ongoing debate about the implications of the intersectionality at the research methodological level.

Dialogic feminism has emphasized the need to include all women, particularly those who have traditionally been most excluded, into participation and decision making in different areas of society. The critical communicative methodology (CCM) has responded to this need by including the voices of the Other Women into research processes and dialogue on an equal level to the voices of researchers. Research carried out using the CCM shows that when this is ensured, it is possible to achieve scientific results that help to overcome the social inequalities that many women face as well as to achieve progress in feminist theory. KeywordsOther Women, dialogic feminism, critical communicative methodology.Women like me have been considered to be useless. I have never heard of feminists talking about women like me. Female professors need to break down the barrier: to not forget us . . . if we are fighting for equality for women we must be consistent and think of those who are even worse off. We do not despise culture, we would have liked to have had it, but we know that wisdom does not grow in a greenhouse.