ARTICLE https://doi.org/10.1057/s41599-023-02224-6 OPEN Dialogic scientific gatherings with mothers and teachers from a primary school: raising awareness about the impact of gender and education research Laura Ruiz-Eugenio 1, Ariadna Munte-Pascual2 ✉, Andrea Khalfaoui3 & Olga Serradell4 1234567890():,; Social science unveils new ways of engaging communities in science. However, it has not yet been analysed how dialogic scientific gatherings (DSGs), a community science action, involve communities to benefit from the research on two sustainable development goals: quality education and gender equality. Within the framework of the EU H2020-funded project “ALLINTERACT Widening and diversifying citizen engagement in science” (Flecha and ALLINTERACT Consortium, 2020), the DSGs on evidence in preventing violence and gender violence through education have been replicated to engage a group of 10 mothers from a low- middle socioeconomic background whose children attend the same neighbourhood school and two teachers. The participants’ perception of the DSGs’ replicability has been studied through focus groups. The first one was a pretest FG aimed at collecting the previous perceptions of the participants about their awareness of the scientific research benefits and impact and their previous engagement in science. The second round was a posttest FG after participating in the DSGs, which consisted of 11 sessions in which participants selected scientific articles to read and discuss together. The posttest FG explores changes in parti- cipants’ perception regarding the topics discussed in the first round and analyses how the replicability of the DSGs aimed at community participation in science developed. The main findings show that after participating in the DSGs, participants reported more awareness related to scientific research benefits and impact, increased involvement in science, greater understanding of the social impact of scientific evidence in preventing violence and gender violence through education, and more engagement in social issues for the improvement of their community. The implications for the replicability of DSGs as community science action are as follows: 1) The topics to be read must be based on the participants’ interests, and 2) the dialogical functioning criteria must be ensured. 1 Department of Theory and History of Education, University of Barcelona, Barcelona, Spain. 2 Social Work Training and Research Section, University of Barcelona, Barcelona, Spain. 3 Faculty of Education and Sport, University of Deusto, Bilbao, Spain. 4 Department of Sociology, Autonomous University of Barcelona, Cerdanyola del Vallès, Spain. ✉email: amunte@ub.edu HUMANITIES AND SOCIAL SCIENCES COMMUNICATIONS | (2023)10:699 | https://doi.org/10.1057/s41599-023-02224-6 1 ARTICLE HUMANITIES AND SOCIAL SCIENCES COMMUNICATIONS | https://doi.org/10.1057/s41599-023-02224-6 I Introduction n response to society’s demand, science has begun to reorient scientific and social progress and the benefits it has brought to itself towards dialogue with social sectors and individuals who people’s lives and to their own. DL (Flecha, 1997, 2000) consists of have not been included until now, developing a new cocrea- seven principles: 1) egalitarian dialogue, as participants’ contribu- tion process of knowledge (Flecha, 2021). Nonacademic women tions are considered valid because of the arguments on which they have traditionally been excluded from participation in science are based and not because of the position of power of the person (Beck-Gernsheim et al., 2003; De Botton et al., (2006)). In the making the contribution; 2) cultural intelligence, which encom- knowledge about community science research, understood as the passes academic, practical and communicative intelligence, the development of research models to improve the quality of life in knowledge that is created in dialogue with other people; 3) trans- communities, involving the community acquiring scientific formation, as the focus is on transforming the relationships knowledge and decision-making processes, studies have mainly between participants and their communities, helping to overcome focused on health promotion, including a significant number social inequalities, for example, between those who have higher centred around women. (Chrisinger et al., 2022; Hawkins et al., academic degrees and those who do not; 4) instrumental dimen- 2021; Higuera-Mendieta et al., 2023; Lindsjö et al., 2021). From sion, which includes all the scientific knowledge that is considered what is known as citizen social science, the focus of scientific necessary to learn, overcoming the “technocratic” imposition in research in the humanities and social sciences conducted in which only the scientist/expert knows; 5) creation of meaning, as cooperation between professional and nonprofessional research- all people can create meaning based on the scientific knowledge ers is being expanded to include the analysis of cooperative discussed when it contributes to enrich the reflexions and decisions interactions between social science researchers and other social that improve the lives and communities of the participants; 6) actors outside academia, such as schools and civil society orga- solidarity, as participation is open to all types of people without any nisations (Göbel et al., 2022). In this vein, for more than two economic or academic barriers, and priority in the dialogue is given decades, studies developed through the communicative metho- to those who have not yet participated; and 7) equality of differ- dology in the framework of the dialogic theory of social sciences ences, as the equality of all participants lies in the equal right to live (Ramon Flecha, 2022; Soler Gallart, 2017) have included non- and think differently. In this article, when the terms debate and academic women, those who have been left out of the spaces of discussion are used as synonyms for dialogue, it is always from the public debate and decision-making because they do not have same conception of these seven principles. university degrees, in the whole process of research on social Some qualitative case studies have shown the impact of DSGs issues that benefit themselves and their communities (Aiello et al., involving children and adults (Buslón et al., 2020; Díez-Palomar, 2022; Beck-Gernsheim et al., 2003; García Yeste et al., 2011; 2020; Díez-Palomar et al., 2022). One of these case studies analysed Gómez et al., 2011). the impact of the DSGs on science literacy and community science While it is true that the number of community science projects action in a class of 10-year-old children in a primary school in has increased significantly over the past decade, few studies have Tarragona, Catalonia. After the development of 6 sessions in which analysed the motivations not only of nonacademic women but also children read and discussed scientific articles on the human gen- of all citizens to become involved in science (Alender, 2016; Rad- ome, climate change, and bees’ learning abilities, participants dick et al., 2013; Reed et al., 2013) or the citizens’ awareness about reported that they better understood scientific concepts, acquired the benefits of science or community science research (Brown et al., new vocabulary, developed analytical and critical thinking and 2012). Some authors have demonstrated that many citizens still improved their ability to bring arguments to the debate and that need to see why they should understand or participate in science supportive interactions between children were promoted (Díez- but are willing to participate when they become aware of the social Palomar et al., 2022). Another case study was developed with 11 impact of research results (Flecha, 2021). Within the framework of adults (55–70 years old) with low educational levels who partici- the dialogic theory of social sciences (Ramon Flecha, 2022; Soler pated in an adult school in Barcelona. During several academic Gallart, 2017), scientific dialogic gatherings constitute a community years, they read and discussed in DSGs “Letter to Grand Duchess science action that has been proven to engage groups that tradi- Christina” by Galileo, “De rerum natura” by Lucretius and scien- tionally do not participate in science (Buslón et al., 2020; Díez- tific articles published in prestigious journals such as Nature related Palomar, 2020; Díez-Palomar et al., 2022). to issues such as health and diet linked to lower risk of cognitive decline, obesity, neuroscience, and healthy brains, as well as to environmental and sustainable development topics such as ocean Dialogic Scientific Gatherings as a Community Science Action warming, climate change and water policy, and science versus Dialogic scientific gatherings (DSGs) create a learning environment political realities. In their narratives, the participants reported how for the collective construction of meaning and knowledge based on the DSGs had made them more aware of the importance of making dialogue among participants. Through DSGs, the direct approach evidence-based decisions to improve their lives and health and of citizens without distinction of age, gender, culture, or educa- contribute as citizens to societal challenges (Buslón et al., 2020). A tional level to scientific knowledge is promoted. DSGs can be about third case study was conducted with women with low educational any scientific content and any of its applications. DSGs are based levels and participants in the same adult school. This study aimed on dialogic learning (DL), which was theorised by Ramon Flecha to analyse how they engaged in critical thinking on numeracy 17 years after he created the first dialogic gathering (Ramón Flecha, reading involving units of measurement, number systems, and the 1997, 2000). DL is in line with social science conceptions that all concept of base. Through the observations of the DSGs and the have interactions as the basis of learning and the premise that all participants’ narratives, it was identified that these women unra- people have the capacity for language, reflection and action velled the mathematical meaning implicit in the readings, critically regardless of their age, gender, culture, or academic background examining the objects discussed and generating interest in (Bakhtin, 2010; Beck, Giddens, & Lash, 1994; Bruner, 1996; mathematics (Díez-Palomar, 2020). Chomsky, 2006; Ramón Flecha, 2000; Freire, 1970; Habermas, 1981; Mead, 1934; Vygotsky, 2012). In DSGs, the scientist or academic does not teach the participants what they do not know. ALLINTERACT project Instead, through reading a scientific text, they all discuss its ALLINTERACT is a project funded by the European Union’s meaning, the ways in which this knowledge has contributed to Horizon 2020 scientific research programme (Flecha and 2 HUMANITIES AND SOCIAL SCIENCES COMMUNICATIONS | (2023)10:699 | https://doi.org/10.1057/s41599-023-02224-6 HUMANITIES AND SOCIAL SCIENCES COMMUNICATIONS | https://doi.org/10.1057/s41599-023-02224-6 ARTICLE ALLINTERACT Consortium, 2020). The project has two general school provides preschool education (3–5 years) and primary goals: on the one hand, to create new knowledge about how to education (6–12 years) and has approximately 450 pupils, with a transform potential citizen participation in science into actual high percentage of children from immigrant families from Mor- engagement in scientific research, and on the other hand, to occo, various Latin American countries, and Eastern European unveil new ways to engage societal actors, including groups that countries, mainly Romania. In the 2018–2019 academic year, have traditionally been excluded from science. This project is Casablanca School decided to join the network Schools as based on the idea that although many citizens still need to see Learning Communities. These schools implement educational why they should understand or participate in science, they are actions based on evidence of social impact on learning and willing to participate when they become aware of the social coexistence (Flecha and Soler, 2013; Rodríguez-Oramas et al., impact of research results (Soler-Gallart and Flecha, 2022). In this 2022). vein, previous research has shown that if citizens are aware of the Everyone participated voluntarily in the DSGs. The conversa- social impact arising from research, they are more likely to tions between the researchers and potential participants about the become involved and participate in science (Flecha, 2021). The possibility of involvement in the research occurred in locations ALLINTERACT project focuses on two Sustainable Development where the participants felt comfortable and safe to avoid any Goals: quality education and gender equality. possible coercion and to ensure that the decision was made with The study presented in this article is one of the cases that is absolute freedom. The researchers informed the participants that part of the work carried out by the University of Barcelona (UB) they would not receive any reward or face any costs for team in Work Package 5, “Replicability of actions aimed at citizen participation. The recruitment process was never conducted by engagement in science”, the goal of which is to study the anyone who could unduly influence potential participants. The replicability of the actions aimed at citizen engagement in science, language employed ensured the participants’ comprehension. All as well as to analyse citizen awareness of scientific research, their of the participants received written and oral information about engagement in science and the promotion of their participation, the project and signed a consent document, translated into the and their attitudes towards science. national language, to participate. In this case, the UB team has been selected as an action to Although the DSGs replicability case was not specifically replicate the Scientific Dialogic Gatherings, a community science targeted at women when families were introduced to the action for which scientific evidence of its potential to engage new ALLINTERACT project, only mothers decided to participate. citizens in science is available. Notably, the team has replicated Ten mothers and two teachers ultimately participated in the this action with women from a low-middle socioeconomic project (see Table 1). background whose children attend the same neighbourhood school and two teachers from this school to answer the following research questions: Pretest focus group. The pretest FC was conducted in October Research question 1: What are the participants’ perceptions of 2021. It focused on five topics that correspond to the objectives of the replicability of the DSGs aimed at community participation in the ALLINTERACT project: a) how citizens benefit from scien- science? tific research; b) citizen awareness of the impact of scientific Research question 2: How have the DSGs influenced partici- research; c) awareness-raising initiatives succeeding at engaging pants’ knowledge of scientific research and their engagement with citizens in scientific participation, including the open access science and encouraged their participation and attitudes towards movement; d) awareness-raising actions that foster the recruit- science? ment of new talent in sciences; and e) policies that promote awareness-raising actions and citizen engagement in science. In developing the pretest FG, the researcher held the role of Methods facilitator and was responsible for giving turns to the participants The participants’ perception of the replicability of the DSGs was who wanted to intervene in the discussion. To help everybody studied through two rounds of focus groups (FGs). The first participate equally, the facilitator always prioritised those round was a pretest FG. The second round was a posttest FG after participants who had intervened less and encouraged everyone participation in the DSGs, which consisted of 11 sessions in to join the conversation and ensure an egalitarian dialogue among which the participants selected scientific articles on gender and them (Gómez et al., 2011). The discussion was audio-recorded education to read and discuss together, was completed Fig. 1. In and transcribed, and all names were replaced with pseudonyms the last phase of the development of the study, it was decided to for the analysis. Later, the transcriptions were translated into include in the analysis the intervention that one of the mothers English. participating in the DSGs and the pre- and posttest prepared for the final conference of the ALLINTERACT project at the Eur- opean Parliament in Brussels. In this intervention, she related her The intervention: dialogic scientific gatherings. DSGs constitute perceptions of the impact of the DSG on herself, her children, the a community science action aimed at promoting citizens’ interest school, and her neighbourhood. and engagement in science, especially among those groups that traditionally are not involved in it (Buslón et al., 2020; Díez- Palomar, 2020). The DSG intervention consisted of 11 sessions The study context and participants. The Casablanca school, developed from November 2021 to June 2022, approximately one where the DSGs were replicated, is a public school located in a per month, although three sessions took place two weeks apart. low socioeconomic background neighbourhood of a city within The participants decided on the day and timetable, so the inter- the metropolitan area of Barcelona, Sant Boi de Llobregat. This vention took place on Fridays, starting at 15:10 and lasted Fig. 1 Methodological design of the research study. Pretest and posttest focus group after participation in the DSGs. HUMANITIES AND SOCIAL SCIENCES COMMUNICATIONS | (2023)10:699 | https://doi.org/10.1057/s41599-023-02224-6 3 ARTICLE HUMANITIES AND SOCIAL SCIENCES COMMUNICATIONS | https://doi.org/10.1057/s41599-023-02224-6 between 45 and 60 minutes. All DSG sessions were held at the decided to which studies they should dedicate more than one social centre in front of the school to respect the COVID-19 session to deepen their contributions. Due to the interest government regulations for the 2021–2022 school year. generated, they even decided to reread some of them later, such Within the framework of the ALLINTERACT two general as the one dedicated to one of the educational actions that objectives: (1) to create new knowledge on how to transform the promote zero violence at school from the active positioning of the potential participation of citizens in science into real engagement bystanders. Finally, six papers were read and discussed in DSGs. in scientific research, and (2) to unveil new ways of involving All were open access distributed in the 11 sessions (see Table 2). citizens in science, including groups traditionally excluded from The five papers originally published in English were translated science, specifically in scientific research for quality education and into Spanish using an online neural machine translation service gender equality, the articles were selected according to the topic and subsequently reviewed by the researchers. They were then that the mothers had chosen to work on, fulfilling one of the distributed in paper format to the participants with the help of criteria for the functioning of the DSGs. The mothers and the teachers involved. teachers met before the DSGs to decide on the theme for the Before every DSG session, the participants and the moderator readings. The sole criterion of the ALLINTERACT project for (a researcher) read the agreed-upon pages. They selected selecting the topic was that it had to directly affect their children’s interesting paragraphs that they would like to share in the DSG academic performance and the school climate. The participants session. Three female researchers from the team had the role of decided to focus on preventing violence and gender violence moderators. The three moderators ensured that the participants through education. The research team (with a substantial complied with dialogic learning principles in all the dialogues in background in research on education and gender) selected a list the DSGs. At the beginning of each DSG session, the moderator of papers in peer-reviewed journals indexed in the Social Science introduced the selected article by summarising its main Citation Index of the Journal Citation Report on the Web of contributions and some points for the debate. Later, the Science and in the SCImago Journal Rank indicator on the Scopus moderator opened the floor, and the participants intervened. database, as well as studies published by public institutions such The moderator wrote a list of interventions for participants as the Spanish Ministry of Education and the European Union. wanting to intervene. Each time a participant intervened, “with The inclusion criteria for the papers were that they presented the article in hand”, they began by mentioning the page and evidence of the social impact of educational actions aimed at section of the paragraph/sentence they had selected, reading it, preventing violence and gender violence in schools and commu- and then sharing their reflection. Although the reflections are not nities. The participants then decided which of these papers would from experts, they can express what has been raised, explain why be read. As the DSGs were being carried out, the participants also it has attracted their attention, relate it to previous dialogues in past gatherings, critically reflect on it, or connect it to their daily lives. The moderator then asked if someone else wanted to add Table 1 Participants’ profile. anything to that idea and listed those wanting to intervene. Once there were no more comments regarding the first idea shared, the Pseudonym Profile Gender Age range ISCED* moderator gave the floor to the next participant in the list. Carmen Teacher Female 40–44 L5 Lucia Teacher Female 55–59 L5 Posttest focus group. The second round of the focus group, Elena Mother Female 45–49 L1 posttest FG, was conducted in July 2022 to identify changes in the Laura Mother Female 30–34 L3 same five topics of the pretest FG after participation in the DSGs. Angela Mother Female 45–49 L3 Adriana Mother Female 40–44 L5 At the same time, the goal of the posttest was to study the par- Victoria Mother Female 40–44 L3 ticipants’ perception of the replicability of the DSGs in this spe- Nerea Mother Female 40–44 L3 cific group. To this end, the objective of identifying how the Bianca Mother Female 40–44 L3 principles of dialogic learning are behind the effects on DSG Estefania Mother Female 40–44 L3 participants was added. The posttest FG lasted approximately Carolina Mother Female 35–39 L5 30 minutes and was distributed in one session. For the posttest Matilde Mother Female 30–34 L2 FG, the researcher who conducted the pretest FG contacted the participants who had participated in the DSG to ask them if they * International Standard Classification of Education (UNESCO Institute for Stadistic, 2012): NBS = No basic studies; L0 = Preprimary education; L1 = Primary Education 1-6; L2 = Lower wanted to participate in the posttest FG. In the case of posttest Secondary Education 1-4; L3 = Upper Secondary Education 1-2; L4 = Postsecondary nontertiary FG, four of them were able to join. Three of the participants education; L5 = First stage of tertiary education 1-3/4; L6 = Second stage of tertiary education ½. (Elena, Adriana, and Bianca) were mothers, and one was a Table 2 Papers read on each DSG session. Session Topic Reference Session 1 Preventive socialisation of gender violence and new alternative masculinities Duque et al. (2015) Session 2 Session 3 The effects of technology use on children’s empathy and attention capacity. Flecha, Villarejo, Pulido et al. (2020) Session 4 Session 5 Isolating Gender Violence. Vidu et al. (2021) Session 6 Session 7 The Zero Violence Brave Club: A successful intervention to prevent and address school bullying. Roca-Campos et al. (2021b) Session 8 Intervention study for the prevention of gender-based violence in adolescence. Racionero-Plaza et al. (2019) Session 9 Friendships and the impact of the new alternative masculinities on health. Ríos-González et al. (2021) Session 10 The Zero Violence Brave Club: A successful intervention to prevent and address school bullying. Roca-Campos et al. (2021b) Session 11 4 HUMANITIES AND SOCIAL SCIENCES COMMUNICATIONS | (2023)10:699 | https://doi.org/10.1057/s41599-023-02224-6 HUMANITIES AND SOCIAL SCIENCES COMMUNICATIONS | https://doi.org/10.1057/s41599-023-02224-6 ARTICLE Table 3 Categories of analysis. Session Categories Pretest FC a) How citizens benefit from scientific research Posttest FC b) Citizen awareness of the impact of scientific research c) Awareness-raising initiatives succeeding at engaging citizens in scientific participation, including the Open Access movement d) Awareness-raising actions that foster the recruitment of new talent in the sciences e) Policies that promote awareness-raising actions and citizen engagement in science. Posttest FC f) Study of the replicability of the DSG: Changes in awareness, encouragement of active engagement and attitudes from potential engagement to actual engagement in science. g) Study of the replicability of the DSG: Principles of dialogic learning teacher (Lucia). The others were unable to participate due to cancer through the school’s Family Association after attending a different personal circumstances. The discussion process was the talk organised by an NGO. Two others, Elena and Nerea, reported same as that for the FG pretest. The posttest FC was audio- participating in two clinical studies as patients. recorded, transcribed and translated into English. All names were replaced with their pseudonyms. Awareness-raising actions that foster the recruitment of new talent in the sciences. The participants stated that they had few Analysis categories. The analysis included the categories refer- opportunities to take their children to science activities to ring to project topics (a-e); for the posttest FG, the categories of increase their awareness of science and scientific careers or, if analysis f and g - cross-cutting in all other categories - were also such activities had been organised, the information had yet to added (see Table 3). To this end, the four researchers indepen- reach them. Only Bianca, one of the mothers, explained a project dently analysed and categorised the pre- and posttest FG data. on women scientists developed by one of the female teachers at Then, the analyses were triangulated, and a consensus was the school. As a result of participating in this project, Bianca’s reached in cases with a mismatch. The analysis was then sent to daughter was interested in developing a career as a scientist. the participants for feedback to ensure that their perceptions were correctly analysed. Policies that promote awareness-raising actions and citizen engagement in science. The group of participants agreed that Results of the pretest focus group there is a need for policies and initiatives to promote public How citizens benefit from scientific research. In the pretest FG, awareness and involvement in science, mainly aimed at groups the participants, especially those without higher education, that do not usually have opportunities to participate in science, reported little or no contact with scientific research. Some such as some of them and their children. reported being aware of benefits from science in situations related to the health of themselves, their families and their community. Results of the posttest focus group Only one of the mothers, Angela, reported benefits from science The findings of the posttest focus group show the changes in in her work as a nursing assistant in a psychiatric institution. She awareness, encouragement of active engagement and attitudes stated having benefited from the scientific research results on from potential engagement to actual engagement in science and mental illness through the lectures given by psychiatrists and cross-sectionally reveal how the principles of dialogic learning educators to the rest of the professionals working at the centre. have successfully enabled the replicability of the DSGs. This scientific knowledge gave her more capacity to respond better to specific patient situations. Only in the cases of the two Changes in awareness of how citizens benefit from scientific female teachers were they aware of benefiting from science in research. Regarding the posttest FC, which was conducted after promoting gender equality and education; both had previously all the DSGs sessions on articles about violence and gender vio- participated in DSGs aimed at teachers. lence prevention through education, the participants emphasised that they felt it was beneficial to know what scientific evidence Awareness-raising initiatives succeeding at engaging citizens in was applied in the different school cases to reflect on their own scientific participation, including the Open Access movement. experience. The prevention of violence and gender violence was The participants shared the view that there is a need for initiatives one of the issues that most concerned the participants, which is that provide scientific evidence on issues that directly affect the why they chose this topic for the DSGs. The participants recog- lives of people who, like them, are not generally involved in sci- nised that participating in the DSGs benefited them by helping ence. However, they all stated receiving much information them more deeply understand the reality around them. Lucia through the media and social networks on health, gender equality explained this in the posttest FC: The DSGs make us socially and education. However, they did not know how to check what aware of what is happening around us (…) That helps you become information was based on scientific evidence and what was more aware of the realities that exist. hoaxes, fake news, or misinformation. For example, Nerea men- On the one hand, the participants experienced a sense-making tioned foods advertised as healthy when they are not because it is process, principle five of dialogic learning, about the benefits of hidden in the ads that they contain a lot of sugar. She affirmed these studies. They discussed and reflected on how it could benefit needing to learn how to verify all the information received. She themselves, their families, and their school. On the other hand, said: So where can I find that this information is correct? principle four of dialogic learning, the instrumental dimension, Regarding initiatives that promote awareness-raising and can also be identified. The participants learn about educational engagement in science, the participants reported a few examples actions based on scientific evidence of social impact on with which they were familiar that were related to health, but overcoming school violence. For example, Adriana, one of the there were none on gender and education. Two of the mothers mothers, acknowledged that they have learned from reading and had participated in fundraising for the fight against childhood dialoguing scientific articles about the benefits and improvements HUMANITIES AND SOCIAL SCIENCES COMMUNICATIONS | (2023)10:699 | https://doi.org/10.1057/s41599-023-02224-6 5 ARTICLE HUMANITIES AND SOCIAL SCIENCES COMMUNICATIONS | https://doi.org/10.1057/s41599-023-02224-6 of other schools that have implemented educational actions based the latter will not be overcome. This article also identifies that for on social impact evidence, and it has made them reflect. She a woman to move from being a victim to a survivor of gender explained this as follows: violence, she needs to have a support network. However, this You can always keep something good from each site when support is often not given because of the fear of retaliation by the discussing different schools. It is a way of learning from each aggressor, whose aim is to isolate the victim from any support, other that what one does is not always the best. When you read hence the need to implement measures to protect those who things that benefit others, it makes you rethink things, too, support victims. By reading and discussing this paper, the you know? participants learned about the concept of IGV and could identify The main difference before and after participating in the DSGs it in their own experiences or real situations with which they were was that previously, the few mentions that the participants made familiar. Lucia, one of the teachers, explained this as follows: of the benefits of science were related to health topics and made The reading that I liked the most is that of Isolating Gender without considering the scientific research leading to them. In Violence. It is the one that contributed the most to me because then contrast, in the posttest, some of the contributions from the I heard about that term. Then, of course, you say wow when you mothers included a recognition of the benefits that scientific know and hear something! You quickly link knowledge with reality. research in nontraditional sciences, such as gender and education, In the dialogue about the IGV article, meaning creation could have in schools and their lives, as described in the following occurred again for Lucia and the other participants. In the DSGs, subsection. they identified the social impact of the research results, seeing the effect such research could have on their daily lives and society. One of the issues in which they were most interested was that of Changes in citizen awareness of the impact of scientific the concept of IGV (a research result) having a political impact. research. Overall, in the posttest FG, awareness of the impact of The article noted that this concept had been included for the first scientific research increased. More comments from the partici- time in legislation for eradicating gender violence, the Catalan pants were seen in this category because they had read the sci- Legislation 17/2020, of December 22, modification of Law 5/2008 entific papers behind the benefits of the prevention of violence of the women’s right to eradicate violence against women. Lucia and gender violence through education of which they were expressed this when she read the paper and became aware of it: already aware. Most of the participants emphasised how knowing And then I remembered. I said that Catalonia was the first the scientific publications (by reading and discussing them) made country to legislate on that, and there was talk of its importance. them aware of the impact of scientific research. Another sig- That this issue has been included in the legislation is a significant nificant change was related to the increased awareness of the advancement in overcoming gender violence and, ultimately, in impact of scientific research, specifically on gender and education violence prevention in general. but also about the research behind those impacts. For instance, As another example, the participants could identify what some mentioned becoming aware of research on the effects of research led to the action they were participating in, the DSGs. In technology use on children’s empathy and attention capacity after one of the papers they read, there was a reference to a discussion learning about scientific research on the topic in detail. Adriana, of scientific articles on gender violence and its prevention. In the one of the mothers, commented that this paper and another on posttest FC, Adriana reported that at the beginning, she found it isolating gender violence were the ones she liked the most. The difficult to understand a scientific paper. However, the motivation first paper mentioned by this mother is a literature review on the grew through creating sense when participating in DSGs on impact of technology use on children. One of the issues it articles dealing with topics that could affect their and their addressed was cyberbullying. The fact that research on the causes children’s lives. Therefore, Adriana, reading that paper, realised of cyberbullying and measures for its prevention was collected in that she was reading about the research process and the evidence this paper helped the participants better understand how the behind a case study where they also developed DSGs as an research is essential to identify the origin of the problem to intervention: It is true that sometimes all that stuff about methods prevent it. This mother explained that knowing the actions for the when reading scientific articles seemed very cumbersome to me. In prevention of cyberbullying and isolating gender violence based addition, reading an article and participating in dialogic scientific on scientific evidence gave her a feeling of hope: the article that I gatherings, I said, “Oh look, if that is what we do in gatherings. liked the most is the one on Isolating Gender Violence and the one In several of the contributions made by the participants in the on the use of technology. I was hopeful that, in the end, not posttest FC, they referred to the fact that in the DSGs, they everything was so wrong. The dialogue among the participants learned to be aware of the difference between opinions and about the causes of bullying and the actions to prevent it trans- scientific evidence. The instrumental dimension of the learning formed their perspective into a more hopeful one. Transforma- process in these DSGs is identified here. For example, Bianca tion is the second principle of dialogic learning. Before the DSGs, referred to this as one of the things she found most interesting some of the mothers had a fatalistic perception that bullying was about the DSGs, as she explained: increasing in schools and that nothing could be done to The most exciting thing is the scientific evidence. The concrete, eradicate it. real case studies on which they are based. These are scientific The participants’ awareness about the impact of scientific studies, and from here, you see that they are not only stories or research could also be identified in the scientific concept of opinions commented on out there. These are genuinely from the Isolating Gender Violence (IGV), which was mentioned several point of view of science and the groups that are studying. times during the posttest FG addressed in one of the papers they Another example was provided by Adriana, reflecting on the read. Isolating Gender Violence is violence against those who DSGs, who noted that this activity not only made them aware of the advocate for gender violence victims. Such violence aims to causes of violence and gender violence in the reality that surrounds isolate gender violence victims and discourage reporting or them and their families but that by reading and discussing the receiving support to maintain the aggressor’s impunity. The IGV articles, they were also aware that the statements presented in the concept is linked to what science and legislation establish as papers were not opinions but scientific evidence: Yes, I think so, gender violence (Vidu et al., 2021). The article concluded that if dialogic scientific gatherings lead us to become socially aware of what policies are not adopted to prevent IGV by defining measures for is happening to us, because as you read, you see the different the protection of those who support victims of gender violence, opinions, well, not are opinions, are scientific contributions. 6 HUMANITIES AND SOCIAL SCIENCES COMMUNICATIONS | (2023)10:699 | https://doi.org/10.1057/s41599-023-02224-6 HUMANITIES AND SOCIAL SCIENCES COMMUNICATIONS | https://doi.org/10.1057/s41599-023-02224-6 ARTICLE In addition, some of the participants stated that this awareness dialogue, they were motivated to overcome the challenge of facing was linked with gaining more freedom in their everyday lives and these readings. Elena said that reading together served as a goal to motivation to become involved in social issues. The dialogues in try because when they read alone, they read at their own pace, but the DSGs on the scientific evidence of social impact in the when you read with more people, you are forced to read it. prevention of violence and gender violence fostered a commit- Therefore, it is like you have milestones. ment as citizens to transformation, another of the principles of Bianca responded that she had been able to attend university in dialogic learning, specifically in overcoming this social problem. her home country, Romania, and therefore had the opportunity Lucia expressed her awareness of how the DSGs on violence and to participate in scientific debates on education-related papers. It gender violence prevention had contributed to her being a more is significant that in the pretest, she did not make this active educator in addressing these issues and more motivated to contribution, probably because she did not identify scientific become involved as a citizen: research with nontraditional fields such as education. She claimed Of course, the DSGs are hopeful and good things that make that with the DSGs, through egalitarian dialogue, she regained the you feel more active in your profession and as a citizen. I think interest in science that she had to give up when she had to this is what is important. (…) However, I am motivated by the migrate to Spain: subject because I see that I learn and there is also a social impact, Well, I was practically used to this type of discussion of and when one learns more, one is more aware. The more aware research. I had a period in college when I studied in my country, you are, the more you want to get involved in society, and Romania. This meeting with all the women from these gatherings therefore, learning also gives you more freedom, you know? It has been like a wow! A breath of new air. Enjoy again, right? to makes you freer because you know more and have more options. effectively enjoy the ideas and how each one sees these studies. Not only did this DSG encourage the participants’ interest in scientific research, but some also explained the experience in Changes in the perception of awareness-raising initiatives forums attended by teachers and families from other schools, succeeding at engaging citizens in scientific participation, generating significant interest among the attendees. Lucia, one of including the Open Access movement. As reported by the the teachers, explained their experience with the DSGs at a participants in the posttest FG, the DSGs were an awareness- national forum where hundreds of people were involved in the raising initiative that engaged them in scientific research directly Schools as Learning Communities project. This presentation through reading and dialoguing open-access scientific papers. reflected the cultural intelligence of participant teachers and Several mothers, as well as the teacher, noted in the posttest FG mothers, from the knowledge acquired in the chain of dialogues that one of the aspects that most influenced their motivation to created among them, and explained the functioning and the continue participating in the DSGs was that they were very impact it had on them and the school. The experience generated diverse in age, academic and cultural backgrounds and could have much interest from teachers and families who wanted to replicate different opinions but that all contributions were valued, in the experience in their schools. Lucia explained this in the addition to the fact that they all learned from each other. This posttest FG: aspect is related to two of the dialogic learning principles: equality This year at the Schools as Learning Communities Conference, of differences and egalitarian dialogue. Elena said in the posttest we presented the dialogic scientific gatherings—the experience we FG that the DSGs had helped her understand the different points had this year. I shared the PowerPoint we did with them, and of view: I understood the different points of view of the people there some people were especially interested because, of course, we since we were of different ages and cultures. talked about the impact on the neighbourhood and the impact The participants acknowledged that after attending the first that it has had on all of us. sessions of DSG, they were no longer afraid of reading scientific In the posttest FG, Adriana highlighted that if DSGs were articles. Lucia, who had had contact with the academic world as a replicated in more schools, it would benefit the people who could teacher, only read articles presenting scientific evidence of social participate and society. She explained: impact once she participated in DSGs. She affirmed that it is That we can be in one way or another, in other people’s easier to read scientific papers in DSGs. Knowing first-hand mouths, well, if this makes each Learning Community or other scientific evidence and being able to understand it through schools consider doing similar things, well, that we all have won, egalitarian dialogue made them want to participate in more right? At the level of society and everything. Therefore, this scientific gatherings. At first, some admitted they were reluctant is great. to participate in DSGs; however, many changed this view. When the researcher asked how the DSG had benefited them, Adriana said they were now much more confident because they got used Changes in the perception of awareness-raising actions that to the vocabulary. Each article felt more accessible than the foster the recruitment of new talent in the sciences. Before previous one, although they were not. In addition, she reported participating in DSGs, only two participants mentioned that they that the DSGs made them more reflective not only in that space were aware of initiatives fostering young talent in science. Two of dialogue but also in their daily lives: mothers knew of an initiative that showed women scientists at Well, I think not to be so afraid when reading things that, at school, which had an impact, at least on Bianca’s daughter. In the first, we did not understand or that you had to read or reread, posttest FG, this mother mentioned it again: The teacher who had right? Well, in the last readings, it just happens [understanding]; our children started some talks about women scientists’ projects for it is not that they were more accessible, but that we were more children, and now, for example, my daughter is following this path. used to the vocabulary. I do not know; it was simpler, and to After the DSG sessions, some of the participants acknowledged reflect more on the day-to-day, it does not only happen in the in the posttest FG the potential of this community science action gatherings. It has helped me be much more reflective on a day-to- regarding recruiting new scientific talent. The participants saw day basis. Yes, yes. It is easier to read scientific articles in the the DSGs as a space to promote new people’s interest in science, gathering. not only for them but also for children or other people not yet Even mothers with a degree in primary education stated that involved in scientific research in their school or neighbourhood. thanks to the DSGs, where the contributions of these articles and Elena stated that [DSGs] can generate greater interest in science. I reflections on their social impact were shared through egalitarian think that there would be more people who would be interested. HUMANITIES AND SOCIAL SCIENCES COMMUNICATIONS | (2023)10:699 | https://doi.org/10.1057/s41599-023-02224-6 7 ARTICLE HUMANITIES AND SOCIAL SCIENCES COMMUNICATIONS | https://doi.org/10.1057/s41599-023-02224-6 At the time of the posttest FG, the teachers and the neighbourhood. It is clear to me that for the school and the participating mothers considered opening the DSGs to the whole children to be successful and, if they want, to be able to dream of neighbourhood and in the classes with the children. Lucia, the a career in science, we families must be educated and involved in teacher, noted how Elena, one of the mothers who was more school life (…) One day, when my daughter was in her first year involved in the DSGs and other initiatives in the neighbourhood, of secondary school, and they were discussing how each person wanted to promote them in the secondary school where her two lives their sexuality and that there are homosexual people of older children would start the following school year. Both different conditions, totally respectable and that we are all equal, commented on the need to continue with the DSGs for the next my daughter Maria raised her hand and said that she had two school year and to increase participation for more diverse people. mothers and that she was proud of them. A classmate addressed Lucia explained this in the FG posttest: her with disdain (…) Maria told him that if he were willing, they Well, I value it [doing DSGs] very positively as a school and as would talk, and so it was later. Although each person may have a neighbourhood because, well, the people in this group are also different ideas, we are all equal, and we must respect each other, very involved in almost everything that happens in the and that is a task we must do from a young age (…) Thanks to neighbourhood, you know? And that goes beyond. I think this the DSGs, we are better people and try to take care of and is our impact, and Elena leaves school this year, but we say that improve the lives of others (…). the gatherings must be open to people from the neighbourhood. In Elena’s words, it is possible to identify principle six of dialogic A few months into the new school year, the research team learning: solidarity. The DSGs have impacted not only how this learned that Elena was promoting the organisation of the DSGs in mother is thinking about improving her children’s school and their her children’s secondary school and continuing to attend the lives but also how implementing educational actions based on DSGs in the primary school. The mothers and teachers evidence of social impact can contribute to improving the lives of all participating in the DSGs have encouraged many others to the people in her neighbourhood. Elena had talked a lot with Maria participate in the DSGs for the new school year 2022–2023. The about the topics of the scientific articles they read for the DSGs; her last DSG developed in this school in February 2023 (when the daughter even attended some of them. For example, they talked first version of this manuscript was submitted), already outside about what it meant to be a brave person, an active bystander who this study, involved more than 30 people with very diverse always takes a stand against all kinds of violence, defending the profiles. For the first time, some fathers participated, although victims without using violence. most were mothers. Most of these families do not have higher academic qualifications. The team of canteen monitors and two other teachers also attended. During the current academic year, Discussion the DSGs have also started with children during school hours. Regarding Research question 1: What are the participants’ per- The impact of the DSGs on school community leadership for ceptions of the replicability of the DSGs aimed at citizen parti- developing the dialogic model of conflict prevention and cipation in science? Considering that the researchers ensured the resolution in the school during the 2022–2023 academic year is seven principles of dialogic learning in the intervention, the DSGs the subject of another study to be published soon. were replicated in 12 women, 10 mothers and two teachers from the same school for 11 sessions. None of the participants are involved in educational research, and most do not participate in Changes in the perception of policies that promote awareness- scientific activities. They have different educational levels since raising actions and citizen engagement in science. No addi- primary school, mostly secondary school, and some have a uni- tional mentions were made in the posttest FG about policies that versity degree. Due to the egalitarian dialogue that takes place in promote awareness-raising actions and citizen engagement in the DSGs and focusing on the topic that the participants had science beyond mentioning that public policies for promoting decided because it affects their lives and those of their children citizen engagement in science could be designed according to directly, the perception coincides with previous studies in that evidence-based social impact actions such as the DSGs. The DSGs are an action that generates interest in science and manages ALLINTERACT research team invited Elena to the final con- to engage groups that traditionally do not participate in scientific ference to present the project results at the European Parliament activities (Buslón et al., 2020; Díez-Palomar, 2020; Díez-Palomar in Brussels on March 27, 2023. At this conference, the results et al., 2022). However, this study is the first on the replicability of were presented not only by the researchers but also by citizens of the DSGs on issues related to the prevention of violence and all ages who participated in the different Community Science gender-based violence through education in a group of women actions developed in the framework of this project. European where most of them are not involved in education, and some have parliamentarians, policymakers and stakeholders from commu- only secondary or primary education. Other studies have repli- nity science organisations and researchers attended the con- cated the dialogic gatherings in which scientific papers on edu- ference. Here are some excerpts from Elena’s speech to the cation and, among others, the prevention of violence and gender European Parliament that she sent to the research team when this violence have been read with other groups such as teachers. article was finalising. Elena is the mother participant who has had (Roca-Campos et al., (2021a); Rodriguez et al., 2020; Rodríguez- the least educational opportunities and is one of the women Oramas et al., 2020), women and girls in different settings, such promoting the creation of DSGs in her neighbourhood. as university students (Racionero-Plaza et al., 2018; Ugalde et al., Thirty years ago, this school was different. I spent many years 2022), adolescents in a minor care centre (Salceda et al., 2020) in the special education classroom, separated from my classmates. and girls with intellectual disabilities in a special education school I came to believe that I lacked something to be like everyone else. (Rodrigues de Mello et al., 2021). Coinciding with the contribu- Thanks to the transformation of Casablanca School into a tions of these studies, the participants in the present study Learning Community implementing successful educational reported in the posttest FG that participating in the DSGs actions such as Scientific Dialogic Gatherings, I am now confident developed in them a creation of sense in learning about the sci- and empowered to do things for my neighbours and school entific evidence on educational actions that prevent violence and families. I am president of the families’ association of my older gender violence, contributing to a type of reflection that enables children’s high school and my youngest child’s primary school. I new knowledge and skills to identify and prevent it in their own have participated in constructing two women’s associations in the lives. These reflections that emerge from the collective dialogue 8 HUMANITIES AND SOCIAL SCIENCES COMMUNICATIONS | (2023)10:699 | https://doi.org/10.1057/s41599-023-02224-6 HUMANITIES AND SOCIAL SCIENCES COMMUNICATIONS | https://doi.org/10.1057/s41599-023-02224-6 ARTICLE on how this evidence translates into their daily lives go beyond Some of the participants reported that participating in the DSG having an impact on the women themselves. Some mothers led them to engage with science, especially in gender and education. commented on how these insights were transferred to their Some are beginning to incorporate into their daily lives access to conversations with their children at home. One reported example sources to verify claims often heard in the media about violence and has impacted how their children resolve conflicts that may arise at schooling through accessing online platforms aimed at identifying school through nonviolence. On the other hand, mothers and evidence and hoaxes in gender and education or through open- teachers participating in the DSGs are leading the implementa- access scientific articles (‘Adhyayana Scientific Evidence Platform tion of the dialogic model of conflict prevention and resolution in Education’, n.d.; ‘Sappho Scientific Evidence Platform Gender’, the school based on the evidence of the social impact they have n.d.). All of the participants in the posttest FG agreed that if DSGs learned about through the readings. This impact is related to on citizen concern topics were implemented in more settings, social transformation, one of the principles of dialogic learning, society’s interest and engagement with science would be increased. and it is being collected in a new study that is now under Some of the participants expressed interest in creating new DSGs, development. for example, in the neighbourhood secondary school. These find- Regarding Research question 2: How have the DSGs influenced ings add new insights to the few previous studies that have analysed participants’ knowledge of scientific research, their engagement citizens’ motivations to engage in community science (Alender, with science and encouraged their participation, and their attitudes 2016; Raddick et al., 2013; Reed et al., 2013) and citizen awareness towards science? All of the participants, especially the mothers with of the benefits of science or community science (Brown et al., 2012). lower education levels, had little or no contact with scientific activities. Some of the mothers had contact with scientific research Limitations through medical studies in which they participated as patients or This qualitative case study was based on the perceptions of a small because they had attended a conference held by an organisation of group of women; therefore, they cannot be generalised. However, family members affected by a disease. There is abundant literature this is also how knowledge advances in social research and all areas on community science activities to improve a community or its of knowledge. It is widely known that in social science research, women on health-related issues (Hawkins et al., 2021; Lindsjö et al., when the variables being analysed are related to human behaviour, 2021). However, there is a gap in community science actions on they are infinite and cannot be isolated. In this case, it is impossible other topics beyond health promotion that involve women who are to measure whether each variable influences the change in attitude not generally engaged in science. This study contributes to over- towards science in each participant. What can be done and is done coming this gap in knowledge about community science initiatives in this case study, as is done not only in social science research but that are aimed at women who are not academics or scientists and also in the health sciences, is to validate the results of the same that may have a benefit for them, their families, and communities intervention to the extent that they have been the same in many beyond health promotion, specifically in promoting the prevention other cases in very diverse settings. The results are similar when the of violence and gender violence through education in their schools intervention (DSGs) is replicated in other cases in diverse contexts. and communities. In this case study, it can be affirmed that after the implementation Among the changes in attitude towards science that many of DSGs, based on the seven principles of dialogic learning, the women reported after participating in the DSGs, the most fre- participants’ interest and engagement in science increased, as has quently mentioned was losing fear and overcoming reluctance to been the case in other interventions that were previously devel- participate in scientific activities. Some of the participants noted oped. More research on the replication of DSGs with diverse that having to share what they read in discussions made them set groups and in diverse settings is needed to gather further evidence reading goals. In addition, sharing the paragraphs that each on the potential of this community science action to engage citi- participant highlighted and initiating an egalitarian dialogue zens in science, especially targeting the least engaged groups. about them contributed to losing the fear of reading scientific articles; they also reported learning from each other. Regarding the participants’ knowledge on scientific research, all Conclusion and implications for community science women reported in the posttest FG that after participating in the This study provides new evidence on the replicability of the DSGs DSGs, they acquired new scientific vocabulary, as has also been on violence and gender violence prevention through education in identified in previous studies with adults and children. (Díez- a group of women who previously were mostly not involved in Palomar, 2020; Díez-Palomar et al., 2022). Some reported that science, promoting in them a more excellent knowledge of how reading about the methodologies through which the studies had scientific research works, as well as greater involvement in science obtained results contributed to their understanding of how sci- and awareness about the importance of scientific evidence for the ence works. Acquiring scientific vocabulary, concepts, and prevention of this social problem through education. knowledge about developing a study helped them understand the The contributions of this study and previous studies (Buslón readings better as the DSG sessions progressed. In this way, the et al., 2020; Díez-Palomar, 2020) highlight two crucial factors that scientific article reading became an enjoyable space where they need to be considered if DSGs are to be successfully replicated as a could discuss their chosen topics while learning to differentiate community science action. The first is that the topics of the sci- between opinions and scientific evidence. entific articles to be read should arise from the participants’ inter- The dialogic environment created in the DSGs led the parti- ests. Second, the DSGs should be based on the dialogic principles cipants to become more interested in science and the research that guarantee an egalitarian dialogue between the participants, behind it and to be more aware of its benefits for themselves, their promoting a collective creation of knowledge and meaning. It is not children and their communities, as previous studies have also about one expert explaining to the others what is discussed in the identified (Buslón et al., 2020; Díez-Palomar et al., 2022). The article but about all the participants unravelling its content and dialogues in the DSGs encouraged the participants to develop making sense of it, as they can identify how this study’s contribu- more critical and analytical thinking, becoming more conscious tions can impact their lives, communities, and society. In this study, that both individual and community decisions need to be based as in the previously referenced studies, these two elements have on scientific evidence to improve their lives and those of their been identified as fundamental in generating motivation in the communities, an impact also reflected in two of these previous participants while at the same time helping to overcome the barriers studies (Buslón et al., 2020; Díez-Palomar, 2020). that may exist when faced with a scientific text. HUMANITIES AND SOCIAL SCIENCES COMMUNICATIONS | (2023)10:699 | https://doi.org/10.1057/s41599-023-02224-6 9 ARTICLE HUMANITIES AND SOCIAL SCIENCES COMMUNICATIONS | https://doi.org/10.1057/s41599-023-02224-6 This study has identified that when the scientific activity pro- Flecha R (2021) Towards inclusive science communication: reflections and suc- posed is based on the participants’ interests and can directly cessful actions. Spanish Foundation for Science and Technology (FECYT) benefit them and their community, citizens want to understand Flecha R, ALLINTERACT Consortium (2020) ALLINTERACT Widening and diversifying citizen engagement in science. European Union’s Horizon 2020 science and participate in it, as has been previously stated by research and innovation programme other studies (Flecha, 2021). Flecha, R, Villarejo, B, Pulido, C, et al. (2020) Effects of the use of digital technology on children’s empathy and attention capacity: analytical report. European Commission, Directorate-General for Education, Youth, Sport, and Culture. https://data.europa.eu/doi/10.2766/947826 Data availability Flecha R, Soler M (2013) Turning difficulties into possibilities: engaging Roma The datasets are not directly available online to ensure the families and students in school through dialogic learning. Camb J Educ necessary level of confidentiality and the legitimate utilisation of 43:451–465. https://doi.org/10.1080/0305764X.2013.819068 the data. Researchers interested in accessing any of the datasets Flecha R (2000) Sharing Words: Theory and Practice of Dialogic Learning. Row- are kindly requested to make a formal request by sending an man & Littlefield, New York Flecha R (1997). Compartiendo Palabras. El Aprendizaje de las Personas Adultas a email to Laura Ruiz-Eugenio and Ariadna Munte-Pascual. This través del Diálogo. Paidos, Barcelona request should be accompanied by the following documents: a Freire P (1970) Pedagogy of the Oppressed. Herder and Herder, New York formal letter containing the researcher’s contact information, García Yeste C, Ferrada D, Ruiz L (2011) Other women in research: overcoming institutional affiliation, current position, the purpose of the social inequalities and improving scientific knowledge through the inclusion of research, details regarding the intended use of the data, and, if all voices. Qual Inq 17:284–294. https://doi.org/10.1177/1077800410397807 Göbel C, Mauermeister S, Henke J (2022) Citizen Social Science in Germany- applicable, information about funding sources; an official letter cooperation beyond invited and uninvited participation. Hum Soc Sci from the researcher’s affiliated university or research institution Commun 9:193. https://doi.org/10.1057/s41599-022-01198-1 confirming their association; and a confidentiality agreement, Gómez A, Puigvert L, Flecha R (2011) Critical Communicative Methodology: duly signed by the researcher, indicating their commitment to informing real social transformation through research. Qual Inq maintaining the confidentiality of the data. 17(3):235–245. https://doi.org/10.1177/1077800410397802 Habermas J (1981) The Theory of Communicative Action: Reason and the ratio- nalisation of society. Beacon Press, Boston Received: 23 March 2023; Accepted: 28 September 2023; Hawkins MM, Schmitt ME, Adebayo CT, Weitzel J, Olukotun O, Christensen AM et al. (2021) Promoting the health of refugee women: a scoping literature review incorporating the social ecological model. 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Front Psychol 11:1–10. https://doi.org/10. Competing interests 3389/fpsyg.2020.00005 The authors declare no competing interests. Rodríguez-Oramas A, Zubiri H, Arostegui I, Serradell O, Sanvicén-Torné P (2020) Dialogue with educators to assess the impact of dialogic teacher training for a zero-violence climate in a Nursery School. Qual Inq 26(8-9):1019–1025. Ethical approval All procedures performed in the study followed the ethical standards of the University’s https://doi.org/10.1177/1077800420938883 Ethics Committee of the University of Barcelona that approved the ALLINTERACT Salceda M, Vidu A, Aubert A, Roca E (2020) Dialogic feminist gatherings: impact project. All data were anonymised and fulfilled Regulation (EU) 2016/6791 and the EU of the preventive socialisation of gender-based violence on adolescent girls in General Data Protection Regulation (GDPR). out-of-home care. Soc Sci 9(8):138. https://doi.org/10.3390/socsci9080138 Sappho Scientific Evidence Platform Gender. (n.d.). Retrieved from https:// socialimpactscience.org/gender/ Informed consent Soler-Gallart M, Flecha R (2022) Researchers’ perceptions about methodological Informed consent was obtained from all participants. In addition, the school manage- innovations in research oriented to social impact: citizen evaluation of social ment team gave explicit consent for the school’s actual name to appear in the article. impact. Int J Qual Meth 21. https://doi.org/10.1177/16094069211067654 Soler Gallart M (2017). Achieving Social Impact. Springer International Publishing, New York Additional information Ugalde L, Racionero-Plaza S, Munté A, Tellado I (2022) Dialogic reconstruction of Correspondence and requests for materials should be addressed to Ariadna Munte- memories of violent sexual-affective relationships via dialogic gatherings of Pascual. “Radical Love”. Child Youth Serv Rev 139. https://doi.org/10.1016/j. childyouth.2022.106548 Reprints and permission information is available at http://www.nature.com/reprints UNESCO Institute for Stadistic (2012) International Standard Classification of Education (ISCED). UNESCO Publisher’s note Springer Nature remains neutral with regard to jurisdictional claims in Vidu A, Puigvert L, Flecha R, López de Aguileta G (2021) The concept and the published maps and institutional affiliations. name of Isolating Gender Violence. Generos-Multidisciplinary Journal of Gender Studies 10(2):176–200. https://doi.org/10.17583/generos.2021.8622 Vygotsky LS (2012) Thought and Language, revised and expanded edition. MIT Press, Cambridge Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give Acknowledgements appropriate credit to the original author(s) and the source, provide a link to the Creative This article draws on the knowledge created by the coordinator of the project Commons license, and indicate if changes were made. The images or other third party “ALLINTERACT. Widening and diversifying citizen engagement in science.” This pro- material in this article are included in the article’s Creative Commons license, unless ject was selected and funded by the H2020 research program of the European Com- indicated otherwise in a credit line to the material. If material is not included in the mission under the Grant Agreement 872396. 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