Taking a communicative approach in a qualitative inquiry entails including people’s voices through dialogues that are egalitarian and oriented toward transformation. This approach aligns with the transformative paradigm in the pursuit of ensuring the inclusion of the most vulnerable groups. This article explores the role of the communicative approach when conducting a case study in an elementary school to study the impact of dialogic literary gatherings (DLGs) on students’ relationships, particularly for those students most at risk of being marginalized. For that purpose, dialogic encounters with teachers and students occurred in the school to jointly develop the research. During the DLGs, researchers engaged in egalitarian dialogues with the students, and these dialogues facilitated getting to know each other and building relationships of trust. The communicative approach in this study allowed us to establish a profound dialogue with 9-year-old girls to grasp the transformative impact they experienced in their relationships with others. Students’ voices are considered essential in communicative research to provide socially useful results and to measure transformative social impacts beyond the educational establishment.

Growing evidence in recent years has led to an agreement on the importance and benefits that inclusive education has for students with special educational needs (SEN). However, the extension and universalization of an inclusive approach will also be enhanced with more evidence on the benefits that inclusion has for all students, including those without SEN. Based on the existing knowledge that learning interactions among diverse students are a key component of educational inclusion, the aim of this study is to identify the impact on students without SEN of being educated with students with SEN in shared, inclusive, interactive learning environments. Data were collected in three schools using a qualitative approach with a communicative orientation. Semistructured interviews were held with teachers as well as community volunteers participating in the schools. Further, focus groups were conducted with students and teachers. The results show that students without SEN benefit from participating in interactive learning activities with peers with SEN in different ways: (1) they learn to respect others, accept differences, and acknowledge different abilities, thereby creating opportunities for new friendships to develop; (2) they learn about abilities related to helping others participate and learn, to be patient and to gain the satisfaction in helping others learn and behave better; and (3) they benefit from the cognitive effort required to explain themselves and from the contributions of peers with SEN from which they can learn.

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Religious Education in Spain is a subject of obligation offer for schools and free decision for students since 1979. Among the competencies that students must acquire in this matter is the reading comprehension of the Bible. Catholic schools have traditionally approached the teaching of this subject from traditional pedagogy. However, religious instruction has been studied less from a dialogic perspective. This research has focused on analyzing the implementation of a specific action called Dialogical Gatherings from reading and discussing the Bible with primary school students in the Basque Country. The objective of this article is to know the effects on higher-order cognitive processes of students. The methodology used analyzes the interactions and dialogues of 22 children in 7 sessions. The results obtained show that students participate through dialogic interactions that reflect higher order thinking processes. Specifically, in a total of 596 interventions most of the students make contributions, ask questions, show agreements and disagreements, and reasoning about the biblical text. With this, the Dialogic Theological Gatherings introduce a dialogic approach in religious teaching.

Evidence has shown that interreligious dialogue is one of the paths to build bridges among diverse cultural and religious communities that otherwise would be in conflict. Some literature reflects, from a normative standpoint, on how interreligious dialogue should be authentic and meaningful. However, there is scarce literature on what conditions contribute to this dialogue achieving its desirable goals. Thus, our aim was to examine such conditions and provide evidence of how interreligious dialogue enables human agency. By analyzing the activity of interreligious dialogue groups, we document the human agency they generate, and we gather evidence about the features of the conditions. For this purpose, we studied four interreligious dialogue groups, all affiliated with the United Nations Educational, Scientific and Cultural Organization’s (UNESCO) Association for Interreligious Dialogue (AUDIR), employing in-depth interviews and discussion groups. In these groups, which operate in diverse and multicultural neighborhoods, local actors and neighbors hold dialogues about diversity issues. In so doing, social coexistence, friendship ties, and advocacy initiatives arise. After analyzing the collected data, we conclude that for interreligious dialogue to result in positive and promising outputs, it must meet some principles of dialogic learning, namely equality of differences, egalitarian dialogue, cultural intelligence, solidarity, and transformation.