Ramón Flecha (English Wikipedia)

Official index card of the WORKALO research in CORDIS database, European Commission.
Official index card of INCLUD-ED research in CORDIS database, European Commission
Official index card of IMPACT-EV research in CORDIS database, European Commission.

COMMUNICATION FROM THE COMMISSION TO THE EUROPEAN PARLIAMENT, THE COUNCIL, THE EUROPEAN ECONOMIC AND SOCIAL COMMITTEE AND THE COMMITTEE OF THE REGIONS Tackling early school leaving: A key contribution to the Europe 2020 Agenda.

Horizone Europe program analysis includes the Monitoring the impact of EU Framework Programs report, report where he has participated as an advisor to the European Commission for the realization of the impact assessment indicators of social impact of the research.

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Workaló research is quoted on p. 23 – as a research reference in the elaboration of "Pla Integral del Poble Gitano" of Catalonia government.

Sánchez, M. (1999). La Verneda-Sant Martí: A school where people dare to dream . Harvard Educational Review, 3(69), 320-357. Cambridge, MA: Harvard University.

Bhabha, J., Fuller, A., Margareta Matache, J., Vranješević, E., Chernoff, M. C., Spasić, B., & Ivanis, J. (2011). R eclaiming Adolescence: A Roma Youth Perspective . Harvard Educational Review, 87(2), 186–225. See pages 192-193.

Giner, Elisenda. (2011). Amistad deseada. Aportaciones de Jesús Gómez y Ramón Flecha que están acercando la realidad a nuestros sueños [Desired friendship Jesús Gómez y Ramón Flecha's Contributions that are bringing reality to our dreams]. Barcelona: Hipatia Editorial. ISBN 978-84-938226-0-6. The book containing the doctoral thesis of Elisenda Giner, directed and supervised by Donaldo Macedo (University of Massachusetts), Floro Sanz (UNED) and Luis Torrego (University of Valladolid).

Dafermos, M. (2018). Relating dialogue and dialectics: a philosophical perspective. Dialogic Pedagogy: An International Online Journal, 6, 1–18. There is a reflection in relation to Flecha's contribution of the distinction of modern and postmodern racism on page A5.

Crowther, J. (2009). Real utopias in adult education . Teoría de La Educación, Educación y Cultrura En La Sociedad de La Información, 10(3), 74–89. See section 4.1.- La Verneda Sant Martí School of Adults in Catalonia.

Kim, K. H. (2017). Transformative educational actions for children in poverty: Sen's capability approach into practice in the Korean context. Education as Change, 21(1), 174-192 . Analysis of the contribution of communicative methodology -or also called critical communicative methodology – in the promotion of actions of social transformation (see page 182-184).

Nardini, K. (2019). Uneven Routes of Mobilizing ‘ as Men ’: Reconfiguring Masculinities among Anti-sexist Groups of Men in Italy and Spain . Universitat Oberta de Catalunya. The contribution of new alternative masculinities is collected on p. 143-144.

Transformation of the research centre in network community of researchers, 2016.

Uribe Tirado, A., Ochoa Gutiérrez, J., & Medina Alfonso, D. (2019). Visibilidad de los investigadores de la Universidad de Antioquia en medios de comunicación internacionales, nacionales y regionales-locales. Revista Interamericana de Bibliotecología, 42(2), 107–126. The contribution on scientific political and social impact developed by the IMPACT-EV research Team is quoted on pages 108-109. Flecha was the main researcher of IMPACT-EV-

In 2007, Flecha was sworn in Doctor Honoris Causa by West University of Timişoara by a unanimous vote, due to his trajectory and scientific contribution to the social sciences, retrieved 5 June 2011.

Wright, E. O. (2010). Chapter 5. The socialist compass. In Envisioning Real Utopias. (pp. 110–149). New York: Verso. Learning Communities is quoted as one of the real utopias on page 143.

Hargreaves, L., & García, R. (2016). Toppling Teacher Domination of Primary Classroom Talk through Dialogic Literary Gatherings in England. Forum, 58(1), 15. Quote on the contribution of Flecha on the creation of dialogic literary gatherings.