Scientific Publications of ‘Quererla es Crearla’

Photograph of a library bookshelf. The books, with their call numbers for ordering. On the shelves, two compositions from the exhibition "Recognizing Diversity" can be seen, with black and white photographs by Paula Verde of two children's torsos, and brief texts by Ignacio Calderón. The first image shows the bare torso of a boy lying face up, holding flowers on his chest. It reads "The time of life". In the other, another naked child is curled up, seen in profile, with his head on his knees. It reads "Absurd injustices".
Photograph: Paula Verde

Scientific and academic publications

The work developed within the movement has been accompanied by an abundant number of top-level international scientific publications, the result of research work promoted by the University of Malaga. Likewise, the main contributions have been presented at some of the most important Educational Research Conferences in the world.

On this page, we highlight some of the main scientific and academic productions, which we have classified intobooks and guides, scientific articles, book chaptersandpresentations at international conferences. On other pages, you can delve deeper into the Research Projects that underpin them, Doctoral Theses emanating from the movement, and Awards received, as well as some Technical Reports developed.

Books

Chain of 5 book covers published by Quererla es Crearla.

RASCÓN GÓMEZ, M.T. & CALDERÓN ALMENDROS, I. (Coords.)(2025). What does inclusive education respond to? Brief accounts of hidden suffering in schools. Octaedro. https://octaedro.com/libro/a-que-responde-la-educacion-inclusiva/

CALDERÓN ALMENDROS, I. & MORENO PARRA, J. (Coords.)(2025). An inclusive psycho-pedagogical assessment. How to make it a key piece for a school concerned with everyone, without exception. Octaedro. https://octaedro.com/libro/hacia-una-evaluacion-psicopedagogica-inclusiva/

JUÁREZ PÉREZ-CEA, J. & ALONSO BRIALES, M. (2025). Collaborative actions to subvert social exclusion: service learning and social justice. Dykinson. https://tinyurl.com/22hvdhkj 

RUIZ-ROMÁN, C.; CALDERÓN-ALMENDROS, I.; GONZÁLEZ-GERALDO, J.L. & MOJTAR-MENDIETA, L. (2025). Transcultural Education. Síntesis Editorial. https://www.sintesis.com/libro/educacion-transcultural 

CALDERÓN ALMENDROS, I. & RASCÓN GÓMEZ, M.T. (Coords.)(2024). The Role of the University in Building Inclusive Education Systems. Difficulties, Proposals, and Challenges. Octaedro. http://doi.org/10.36006/15225-0

COLLECTIVE RADIKALES DESADAPTADAS (2024). How to dissent. A guide (or companion).Octaedro.https://octaedro.com/libro/como-disentir/

ALONSO, M.; RASCÓN, M.T.; CALDERÓN, I. & EDUCATIONAL COMMUNITY OF CEIP ‘LA PARRA’ (2023).How to do Participatory Action Research. Ministry of Education and Vocational Training.https://doi.org/10.4438/LADA022_2024. Available atPDFandonline.

CALDERÓN, I.; MOJTAR, L.; CABELLO, F. & COLECTIVO ‘ESTUDIANTES POR LA INCLUSIÓN’ (2021).How to Make Your School Inclusive. Ministry of Education and Vocational Training.https://doi.org/10.4438/LADA048_2024. Availableonline.

CALDERÓN ALMENDROS, I. & RASCÓN GÓMEZ, M.T. (Coords.)(2020).Analysis and Proposals for a New Education Law. Citizen Conversations on Inclusive Education. Octaedro. https://bit.ly/40g2r4q

CALDERÓN ALMENDROS, I. & VERDE FRANCISCO, P. (2018). Recognizing diversity. Short texts and images to transform perspectives. Octaedro. https://octaedro.com/libro/reconocer-la-diversidad/ 

Scientific articles

Chain of 6 covers of international scientific journals in which articles from Quererla es Crearla have been published.

CALDERÓN-ALMENDROS, I. and RASCÓN-GÓMEZ, M.T.(2025). Narratives Committed to Inclusive Education from the Students’ Voice. Inequalities, Resistance, and Collective Action.Latin American Journal of Inclusive Education, 19(2), 17-23. https://doi.org/10.4067/S0718-73782025000200017

SOLERA NAVARRO, F. (2025). Digital Platforms and Collective Participation: Decidim in the Quererla es Crearla Movement.Latin American Journal of Inclusive Education, 19(2), 149-167. https://doi.org/10.4067/S0718-73782025000200149

MOJTAR-MENDIETA, L. (2025). The Voice of Students in the Construction of Inclusive Identities, Schools, and Societies. Latin American Journal of Inclusive Education, 19(2), 187-203. https://doi.org/10.4067/S0718-73782025000200187

CALDERÓN-ALMENDROS, I.; RASCÓN-GÓMEZ, M.T.; MOJTAR-MENDIETA, L.V. & MORENO-PARRA, J. (2025). New cartographies of inclusive education through narrative and action research. International Journal of Action Research,  21(2), 118-137.  https://doi.org/10.3224/ijar.v21i2.04

CALDERÓN-ALMENDROS, I. & AINSCOW, M. (2025). Inclusive education: maps, borders, and pathways to success. Theory of Education. Interuniversity Journal, 37(2), 57–76. https://doi.org/10.14201/teri.32438

MOJTAR-MENDIETA, L., RASCÓN-GÓMEZ, T., & CALDERÓN-ALMENDROS, I. (2025). Students as subjects. Resistance, youth agency, and inclusive education through participatory action research. International Journal of Qualitative Studies in Education, 38(3), 338–355. https://doi.org/10.1080/09518398.2025.2454281

CALDERÓN-ALMENDROS, I.; MORENO-PARRA, J. & VILA-MERINO, E. (2024). Education, power, and segregation. The psychoeducational report as an obstacle to inclusive education.  International Journal of Inclusive education, 28(11), 2424–2437.  https://doi.org/10.1080/13603116.2022.2108512

VILA MERINO, E., RASCÓN-GÓMEZ, M.T. &  CALDERÓN-ALMENDROS, I. (2024). Disability, stigma, and suffering in schools. Emerging narratives for the right to inclusive education.  Education XX1, 27(1), 353 371. https://doi.org/10.5944/educxx1.36753

AINSCOW, M.; CALDERÓN-ALMENDROS, I.; DUK, C. & VIOLA, M. (2024). Using professional development to promote inclusive education in Latin America: possibilities and challenges. Professional Development in Education, 1–18. https://doi.org/10.1080/19415257.2024.2427285

JURADO, B. AND CALDERÓN ALMENDROS, I. (2024). Violations of the right to education that occur daily in our schools. And nothing happens. AOSMA, Journal of Educational Guidance, 33, 118-127. https://minifi.ca/P7gpK  

CALDERÓN ALMENDROS, I. (2024). Stepping on the right to (inclusive) education or fighting to achieve it. Fòrum. Revista d’Organització i Gestió Educativa, 63, 5-10. https://tinyurl.com/2f4u56q2

CALDERÓN-ALMENDROS, I. (2023). Researching with communities to promote inclusive education. Lead the Change Series, 140, 2-4. https://bit.ly/3Kb68CN

CALDERÓN ALMENDROS, I.; MORENO PARRA, J. & MOJTAR MENDIETA, L. (2023). School inequality and discrimination based on ability during lockdown. Family experiences in participatory research processes. Revista Complutense de Educación, 34(4), 945-954. https://dx.doi.org/10.5209/rced.80326

CALDERÓN-ALMENDROS, I. & ECHEITA, G. (2022). Inclusive Education as a human right. Oxford Research Encyclopedia of Education.Oxford Research Encyclopedia of Education. https://doi.org/ 10.1093/acrefore/9780190264093.013.1243

ALONSO BRIALES, M., & VERA VILA, J. (2022). In-service training in non-university teaching staff: a fundamental modality in their continuous professional development.Theory of Education. Interuniversity Review, 35(1), 167–184. https://doi.org/10.14201/teri.28285

CALDERÓN-ALMENDROS, I. & RASCÓN-GÓMEZ, M.T. (2022). Weaving struggles for the right to education: Collective and personal narratives for inclusion from the social model of disability.Social Pedagogy. Interuniversity Review, 41, 43-54. https://doi.org/10.7179/PSRI_2022.41.03

MORENO PARRA, J.; FERNÁNDEZ TORRES, P. & CORTÉS GONZÁLEZ, P. (2022). Intelligence in the initial training of counselors. Student perspectives. Journal of Education, 398, 87-110. https://doi.org/10.4438/1988-592X-RE-2022-398-553. Available in Spanish at PDF and online, and in English on PDF and online. 

HERRERA FERNÁNDEZ, M.M., MATÉS LLAMAS, C., FARZANEH PEÑA, D. & BARRADO FERNÁNDEZ, S. (2021). Walking towards inclusion through participatory action research in an educational community. Latin American Journal of Inclusive Education,  15(2), 135-153. https://bit.ly/3zc1yhy

MOJTAR-MENDIETA, L. & CALDERÓN-ALMENDROS, I. (2021). Silenced voices leading school changes. Enabling Education Review, 10, 28-29. https://bit.ly/3lEDO2t

MORENO PARRA, J.J. (2021). Inclusive Education: From the State to the Public. Devenir, 40, 67-90. https://tinyurl.com/29a4yd4j

CALDERÓN ALMENDROS, I. & RASCÓN GÓMEZ, M.T. (2021). Rhetorics, possibilities, and torn childhoods. On inclusive education in the LOMLOE. Cuadernos de Pedagogía, 526, 74-80. https://bit.ly/3zcSHvO

VEGA DÍAZ, C. AND DE OÑA COTS, J.M. (2021). Research to transform: building Social Education from the analysis of one’s own experience. RES: Journal of Social Education, 33, 113-130.

MORENO, J., MOJTAR, L. & GONZÁLEZ, A. (2020). Inclusive education in the time of COVID-19. Secondary School Classroom, 38, 18-22. https://tinyurl.com/22gxwzox

CALDERÓN-ALMENDROS, I.; AINSCOW, M.; BERSANELLI, S. & MOLINA, P. (2020). Educational inclusion and equity in Latin America: an analysis of the challenges. Prospects: Comparative Journal of Curriculum, Learning, and Assessment, 49, 169-186. https://doi.org/10.1007/s11125-020-09501-1

ALONSO BRIALES, M. & VILA MERINO, E. (2019). Collectively thinking about a better school. Continuous training and inclusive education. 33 Secondary Classroom, 18- 22.

CABELLO, F., RASCÓN, M. T., AND ALVARADO, A. (2019). Multimedia perspectives on resilience and education: Edu-communication innovation for the resilience of children at social risk.Journal of Ibero-American Higher Education, 10(28), 157-169. https://doi.org/10.22201/iisue.20072872e.2019.28.434

CABELLO, F. AND RASCÓN, M. T. (2019). Audiovisual narratives on resilience and education.Journal of Educational Innovation, 19(80), 77-92. https://www.redalyc.org/articulo.oa?id=179462794005

RASCÓN, M.T., CABELLO, F., & ALVARADO, A. (2019). Multimedia perspectives on resilience and education: edu-communication innovation for the resilience of children at social risk. Revista Iberoamericana de Educación Superior, 10(28), 157-169.

RASCÓN GÓMEZ, M.T. & CABELLO FERNÁNDEZ-DELGADO, F. (2019). Audiovisual narratives about resilience and education from an edu-communicative approach. Innovación Educativa, 19(80), 77-92.

VILA, E.S. (2019). Rethinking the educational relationship from the pedagogy of otherness. Teoría de la educación. Revista Interuniversitaria, 31(2), 177-196.

CABELLO, F. & RASCÓN, M. T. (2019). Audiovisual narratives about resilience and education. Revista de Innovación Educativa, 19(80), 77-92.

CALDERÓN ALMENDROS, I. (Coord.)(2019). Topic of the Month: Challenges of inclusive education in secondary education. 33 Secondary Classroom, 12-25.

CALDERÓN-ALMENDROS, I. (2019). Differences and Inequality in Schools: The Languages of Oppressed People as Hope. Ars Vivendi Journal, 11, 2-11. https://bit.ly/2GzQ7Wf

VILA, E.S. (2019). Rethinking the educational relationship from the pedagogy of otherness. Theory of Education. Interuniversity Journal, 31(2), 177-196. https://doi.org/10.14201/teri.20271

CALDERÓN-ALMENDROS, I. (2018). Deprived of human rights. Disability & Society, 33(10), 1666-1671. https://doi.org/10.1080/09687599.2018.1529260

Book chapters

Chain of 6 book covers featuring published chapters from Quererla es Crearla.

MOJTAR, L.; FONTAO, A.; RASCÓN, M.T. and CALDERÓN, I. (2024). “So that they don’t go through the same thing as us.” Inclusive education, collective struggle, and resilience in the life of Antón Fontao. In E. Vila, M.T. Rascón and M. Hijano (Coords.), Thinking and researching education: social challenges and emerging lines (pp. 49-68). Octaedro. http://doi.org/10.36006/09639-0. Available online.

SOLDEVILA-PÉREZ, J.; CALDERÓN-ALMENDROS, I. & ECHEITA, G. (2024). My (school) life is dispensable: radicalizing a discourse against the miseries of the school system. In J. Collet, M. Naranjo & J. Soldevila (Ed), Inclusive Education Global(pp. 41-62). Octaedro.http://doi.org/10.36006/09627-1 

RASCÓN GÓMEZ, M.T., CIVILA SALAS, A. & CALDERÓN-ALMENDROS, I. (2022). Research in inclusive education and transfer in initial teacher training: difficulties and challenges. In Vila, E. and Hijano, M. (Coords.),Transfer of knowledge and educational research(pp. 61-82). Octaedro.https://doi.org/10.36006/09503

SOLDEVILA-PÉREZ, J.; CALDERÓN-ALMENDROS, I. & ECHEITA, G. (2022). My (school) life is expendable: radicalizing the discourse against the miseries of the school system. In J. Collet, M. Naranjo & J. Soldevila (Ed),Global struggles for inclusive education: lessons from Spain(pp.17-32). Springer, Switzerland.10.1007/978-3-031-11476-2_2

RASCÓN GÓMEZ, M.T., CIVILA SALAS, A. & CALDERÓN-ALMENDROS, I. (2022). Research in inclusive education and transfer in initial teacher training: difficulties and challenges. In Vila, E. and Hijano, M. (Coords.),Transfer of knowledge and educational research(pp. 61-82). Octaedro.https://doi.org/10.36006/09503

CALDERÓN ALMENDROS, I.; RASCÓN GÓMEZ, M.T. & ALONSO BRIALES, M. (2020). Researching to build inclusive education. In Vila, E. and Grana, I. (Coords.),Educational research and social change(pp. 189-209). Octaedro.https://bit.ly/40iraFb

HERRERA, D. & DE OÑA, J. M. (2020). Biographical research: an extraordinary learning method. Two cases of empowerment and resilience. In M. T. Castilla Mesa (Coord),Emerging Methodologies in Higher Education(pp. 20-31). Octaedro.

MARTÍNEZ MARTÍN, M.; CALDERÓN ALMENDROS, I. and VILLAMOR MANERO, P. (2019). The role of practice in the training of education professionals. In Vera Vila, J. (Coord.), Forming to transform. Social change and educational professions(133-156). GEU Editorial, Granada. https://bit.ly/3Kc6wkv

CABELLO FERNÁNDEZ-DELGADO, F. & RASCÓN GÓMEZ, M.T. (2019). Multimedia Approaches to resilience and education: an educommunication experience at the University of Málaga (Spain). In Ruiz Mora, I., Gonçalves, G. and Somerville, I. (Coords.), Organizational and strategic communication research. Global trends(pp. 153-170). LABCOM.IFP.

ECHEITA, G.; DUK, C.; CALDERÓN, I. and SKLIAR, C. (2018). Talking about inclusive education from two oceanic shores. In Héctor Monarca (Coord.), Quality of Education in Ibero-America: Discourses, Policies, and Practices (pp. 200-222). Dykinson, Madrid.

Conferences in International Congresses

Illustrated headers from 3 of the latest American Educational Research Association conferences (2019 in Toronto, 2022 in San Diego, and 2023 in Chicago).

RASCÓN GÓMEZ, M.T., CALDERÓN ALMENDROS, I. & MOJTAR MENDIETA, L. (2025). Activism and emerging narratives for the right to inclusive education. Paper presented at the XXXVI International Congress of Social Pedagogy, organized by the Ibero-American Society of Social Pedagogy in Malaga, Spain.

MOJTAR-MENDIETA, L., RASCÓN-GÓMEZ, M.T. & CALDERÓN-ALMENDROS, I. (2025). A Youth Participatory Action Research at the service of inclusive education. Paper presented at WERA Focal Meeting 2025, Joao Pessoa, Brazil.

CALDERÓN-ALMENDROS, I. (2025). Citizen research to promote a social movement for inclusive education. Paper presented at the BERA Conference 2025, Brighton, UK.

CALDERÓN-ALMENDROS, I. (2025). Emerging Narratives, Activism, and the Struggle for the Right to Inclusive Education. Paper presented at The Fourth International Symposium on Inclusive Education Development, Organized by Central China Normal University in cooperation with Beijing Haidian Institute for Special Education, Wuhan, China.

CALDERÓN-ALMENDROS, I., RASCÓN-GÓMEZ, M.T. & MOJTAR-MENDIETA, L. (2024). Emerging narratives, activism, and the struggle for the right to inclusive education in Spain. Paper presented at the BERA Conference 2024 and WERA Focal Meeting, Manchester, UK. https://hdl.handle.net/10630/32939

CALDERÓN-ALMENDROS, I. & AINSCOW, M. (2024). Narratives of communities on the challenges of inclusive education and equity in Latin America. Paper presented at the BERA Conference 2024 and WERA Focal Meeting, Manchester, UK. https://hdl.handle.net/10630/32938

MARTÍNEZ-DE-ILARDUYA, I. & CALDERÓN-CANO, M. (2024). Don’t judge a book by its cover. Paper presented at the World Down Syndrome Day 2024 (DSI), United Nations, New York, USA. https://creemoseducacioninclusiva.uma.es/w/hoCjpAbhyycdfYtVAxFxuB

CALDERÓN-ALMENDROS, I. & AINSCOW, M. (2023). Researching With Communities To Promote Inclusive Education In Latin America. Paper presented at the American Educational Research Association Annual Meeting 2023 (AERA), Chicago, USA. https://hdl.handle.net/10630/26541

MOJTAR-MENDIETA, L., CALDERÓN-ALMENDROS, I. & RASCÓN-GÓMEZ, M.T. (2023). Students as subjects. Resistance and collective resilience to challenge barriers to inclusion. Paper presented at the American Educational Research Association Annual Meeting 2023 (AERA), Chicago, USA.https://hdl.handle.net/10630/27300

RASCÓN-GÓMEZ, M.T., CABELLO-FERNANDEZ, F. & CALDERÓN-ALMENDROS, I. (2023). How to make the participatory social documentary a tool for inclusive education? Paper presented at the American Educational Research Association Annual Meeting 2023 (AERA), Chicago, USA.https://hdl.handle.net/10630/26177

CALDERÓN-ALMENDROS, I. (2022). Involving communities in the promotion of inclusive school cultures. 1st International Conference on Education and Training – Thinking education in transition times, Lisbon, Portugal.https://tinyurl.com/27jysjsm

CALDERÓN-ALMENDROS, I.; RASCÓN-GÓMEZ, M.T. & MOJTAR-MENDIETA, L. (2022). Intersectionality, emerging narratives, and inclusive education in Spain. Paper presented at the American Educational Research Association Annual Meeting 2022 (AERA). San Diego, USA.https://hdl.handle.net/10630/24086

CALDERÓN-ALMENDROS, I.; RASCÓN-GÓMEZ, M.T. & MOJTAR-MENDIETA, L. (2022). New Discourses for a Necessary Transformation: Intersectionality, emerging narratives, and inclusive education in Spain. Paper presented at the American Educational Research Association Research Meeting 2022 (AERA), San Diego.https://hdl.handle.net/10630/24086

RASCÓN-GÓMEZ, M.T.; CABELLO FERNÁNDEZ-DELGADO, F. & CALDERÓN- ALMENDROS, I. (2022). Emerging and transformative narratives on inclusive education through documentary cinema. Paper presented at the American Educational Research Association Research Meeting 2022 (AERA), San Diego.https://hdl.handle.net/10630/24019

ALONSO-BRIALES, M., DE OÑA-COTS, J.M. & VEGA-DÍAZ, C. (2021). Lifelong learning for inclusive education. Paper presented at World Educational Research Association 2021 Focal Meeting, Santiago de Compostela, Spain.

CALDERÓN-ALMENDROS, I.; RASCÓN-GÓMEZ, M.T. & CABELLO-FERNÁNDEZ-DELGADO, F. (2021). How to make our schools more inclusive? The case of Spain. Paper presented at Comparative Education Society of Asia (CESA) 12th Biennial Conference, Kathmandú, Nepal.https://hdl.handle.net/10630/23241

CALDERÓN-ALMENDROS, I.; MORENO-PARRA, J.J. & VILA-MERINO, E. (2021). Education, power and segregation. Psychoeducational evaluation as an obstacle to Inclusive Education. Paper presented at  World Educational Research Association 2021 Focal Meeting, Santiago de Compostela, Spain.  https://hdl.handle.net/10630/22679

CALDERÓN-ALMENDROS, I. (2021). Educational inclusion and equity in Latin America. Paper presented at the 2021 Comparative and International Education Society (CIES) Conference: Social Responsibility within Changing Contexts, Seattle, USA.

RASCÓN-GÓMEZ, M.T. & MOJTAR-MENDIETA, L. (2021).  Inclusive or exclusive education? A challenge for the Spanish School system.  Paper presented at World Educational Research Association 2021 Focal Meeting, Santiago de Compostela, Spain. https://hdl.handle.net/10630/23241

AINSCOW, M. & CALDERÓN, I. (2019). Promoting inclusion and equity in Latin America: making sense of the challenges. 2019 AERA Annual Meeting. Toronto, Canada. https://hdl.handle.net/10630/17528