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Background: We are witnessing increasing demand from governments and society for all sciences to have relevant social impact and to show the returns they provide to society.<br />Aims and objectives: This paper reports strategies that promote social impact by Social Sciences and Humanities (SSH) research projects.<br />Methods: An in-depth analysis of six Social Sciences and Humanities research projects that achieved social impact was carried out to identify those strategies. For each case study, project documents were analysed and qualitative fieldwork was conducted with diverse agents, including researchers, stakeholders and end-users, with a communicative orientation.<br />Findings: The strategies that were identified as contributing to achieving social impact include a clear focus of the project on social impact and the definition of an active strategy for achieving it; a meaningful involvement of stakeholders and end-users throughout the project lifespan, including local organisations, underprivileged end-users, and policy makers who not only are recipients of knowledge generated by the research projects but participate in the co-creation of knowledge; coordination between projects’ and stakeholders’ activities; and dissemination activities that show useful evidence and are oriented toward creating space for public deliberation with a diverse public.<br />Discussion and conclusions: The strategies identified can enhance the social impact of Social Sciences and Humanities research. Furthermore, gathering related data, such as collaboration with stakeholders, use of projects’ findings and the effects of their implementation, could allow researchers to track the social impact of the projects and enhance the evaluation of research impact.<br /><br />Key messages<br /><ul><li>The social impact of SSH projects is amplified via a focus and an active strategy for achieving it.</li><br /><li>The social impact of SSH research is enhanced by meaningful involvement of stakeholders and end-users.</li><br /><li>Dissemination leading to social impact is evidence-based, useful, involves beneficiaries and allows debate.</li><br /><li>Tracking the social impact of projects could enhance the evaluation of the impact of research.</li></ul>

This study explores the impact of a seminar on self-efficacy and argumentative skills on teachers' professional development. In this seminar, called "On the Shoulders of Giants," a group of teachers meet once a month. They debate scientific readings to critically discuss educational theory, which transforms their everyday practices in the school. A survey using a questionnaire was conducted to collect the data. The results show that teachers' involvement in dialogic-based training positively impacts their ability to address current school problems and that the teachers transfer their new knowledge to their work. The effectiveness of the teachers' practices increases and, consequently, their students' learning also improves.

Whether it is necessary to intervene in front of violent behaviors since early childhood or not has turned out to be a highly controversial debate. While non-scientific-based discourses are well spread among families and professionals, leading to a process of naturalization and tolerance of any type of violence, research shows that permissive attitudes can lead to a socialization in which violence and gender violence are normalized, with serious and devastating long-term consequences. In this article, a dialogic recreation of knowledge performed in this area is analyzed as an example of how researchers can contribute to dismantle myths and false assumptions by engaging in dialogue with the end-users (i.e., teachers, families, professionals). As a result of this dialogue, not only scientific knowledge is enriched but also a process of thorough problematization of long-standing and embedded social practices can lead to important social transformations.

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The critical communicative methodology (CCM) is based on the premise that each person, regardless of their educational, cultural, or socioeconomic background, possesses cultural intelligence. That is, they can analyze their experiences of being excluded and propose ways to reverse their situation. In this article, we explore the fact that everyone, regardless of background, can help to develop scientific knowledge, and this is essential in transforming the situation being studied. To illustrate this, we examine a case in which families from cultural minority groups become involved in transforming their neighborhood school. We also show how the CCM made it possible to include the knowledge and interpretations of these community members through egalitarian dialogue with researchers. The knowledge obtained from this dialogue calls into question the dominant discourse in Europe, which states that having high proportions of migrant students in schools will have a negative effect on both academic results and living together.

De los actos comunicativos de poder a los actos comunicativos dialógicos en las aulas organizadas en grupos interactivosEsther Oliver Suzanne Gatt universidad de Barcelona universidad de Malta España MaltaResumen: Los grupos interactivos son una de las formas de organización de las aulas que está obteniendo más éxito en Europa en la superación del fracaso escolar y los problemas de convivencia. Este artículo muestra cómo en el análisis llevado a cabo en INCLuD-ED se ha encontrado una de las claves para ese éxito: la continua sustitución de actos comunicativos de poder, típicos de las aulas tradicionales, por actos comunicativos dialógicos. Los actos comunicativos de poder que afectan al alumnado excluido en las aulas ordinarias, en espacios de educación compensatoria, o apartado de los espacios regulares a través de otras formas de segregación educativa, son transformados en actos comunicativos dialógicos basados en el diálogo igualitario (y que incluyen las condiciones de sinceridad y consenso). Por un lado, el artículo analiza en profundidad actuaciones educativas relacionadas con el fracaso escolar y basadas en actos comunicativos de poder, donde predominan las interacciones de poder. Se ha prestado especial atención a la presencia de actos comunicativos de poder en dinámicas de segregación que afectan principalmente a estudiantes de grupos vulnerables. Por otro lado, se estudian los grupos interactivos como una actuación educativa de éxito donde predominan las interacciones dialógicas basadas en un diálogo igualitario, y donde se consigue un mayor impacto en la mejora de los resultados educativos. Como resultado de nuestro análisis, se identifican los principales elementos que explican la relación tanto entre los actos comunicativos de poder y el fracaso escolar como entre los actos comunicativos dialógicos y el éxito educativo.Palabras Clave: Interacciones dialógicas, interacciones de poder, diálogo igualitario, grupos interactivos, actuaciones educativas de éxito. Recibido:20-IV-2010 Aceptado: 9-VII-2010 From power-related communicative acts to dialogic communicative acts in classrooms organised in interactive groups Abstract: Interactive groups is the form of classroom organisation that is having quite a success in Europe in terms of overcoming school failure and coexistence problems. The analysis carried out in the INCLuD-ED project identified that one of the keys to this success was the continuous replacement of power-related communicative acts, which are typical of traditional classrooms, with dialogic communicative acts. The power-related communicative acts, which affect students either excluded from ordinary classrooms or placed in compensatory education classes or removed from mainstream areas through other forms of educational segregation, are transformed into dialogic communicative acts in groups based on egalitarian dialogue (which involves the conditions of sincerity and consensus). This article develops the provious argument through an in-depth analysis of educational actions linked to school f...

The Social Impact Open Repository (SIOR) has become a unique data source at the international level in which researchers can display, quote, and store the social impact of their research results. SIOR arises from the social and political needs to know and connect with scientific projects to assess their social impact, promoting transparency of science and open-access systems. This repository has been designed to allow researchers to link their social impacts with research institutions and citizens. In short, SIOR reveals possibilities for transforming scientific research through means such as developing a qualitative tool as an egalitarian scientific agora that enables assessment of social improvements derived from social sciences and humanities (SSH) research. SIOR is a qualitative and open peer-review tool that allows citizens to comment online about an investigation’s impact on society.