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List of research groups

Linguistic Variation in Catalan Research Group - VaLingCat

The research group Linguistic Variation in Catalan is interested in Catalan morphology, syntax and semantics, with a diachronic and synchronic vision. In particular, the group’s studies aim to describe the variation of the Catalan language and to explain the processes of linguistic change of languages, especially in the Romance context, using the methodology of corpus linguistics. Researchers are interested in processes of grammaticalisation, lexicalisation, analogy and reanalysis, semantic change, subjectivation, etc. They apply several theoretical approaches, especially cognitive-based ones, i.e. Cognitive Grammar, Conceptual Integration Theory, Prototype Theory, Construct Grammar, Natural Morphology, etc.

Research Group in Valencia, University and Art. Art, Culture and Society in Spain, from 1750 to the present day. - VALuART

Art History Studies of the Contemporary World: Image and Representation; Space and Memory; Visibility and Modernity. 

The first axis investigates aspects related to individual, collective and serial human representation, as well as the importance of artistic literature. 

In the second, artistic circumstances are dealt with from a spatio-temporal perspective, the democratisation of public space, the construction of the modern city, the birth and influence of spaces of artistic and cultural sociability, as well as the foreign gaze of foreign travellers. 

And finally, the last axis explores the role of art institutions, official guidelines, the relevance of the female presence in the fine arts, the discovery of artistic manifestations by the public, art as collective memory (collections and museums) and the art-science relationship.

Research Group on Cultural Pedagogies - CREARI

CREARI Research group on cultural pedagogies is dedicated to the study of cultural synergies and educational actions, incorporating advances in digital technologies and visual culture. We are interested in analysing and improving the conditions of the different audiences both in artistic manifestations and in the rest of heritage realities. We are involved in arts education in both formal and non-formal education settings, with a special focus on museums and heritage environments. We consider it essential to get involved in the training of educators, taking into account the new digital settings, prioritising the criteria of cooperation and making room for new educational models. We incorporate members of different backgrounds into the group, considering that interdisciplinarity is a fundamental aspect of our research idea. We have specialised in teacher training at all educational levels, favouring the integration of the teaching staff as a cultural element of prime importance. Our group is composed of a number of people linked to educational and research institutions, people interested in the promotion, development and innovation of educational projects in the field of museums, visual arts, music and contemporary culture. We want to generate international projects, particularly cooperation projects, both in Latin America and in Europe.

Research Group on Culture, Diversity and Development - CUDIDE

The Research Group on Culture, Diversity and Development-CUDIDE was founded in 2011 in the Department of Research Methods and Educational Diagnosis (MIDE) of the Universitat de València. General Study (UVeG) with the aim of contributing, through research, to the theoretical and practical development of aspects related to cultural diversity and personal development.

In particular, we work on intercultural competences, intercultural education, cultural and gender diversity, mobility and migratory processes, among others. The conducted research is approached from an interdisciplinary perspective since the group, led by Carmen Carmona Rodríguez, is made up of professionals from different specialisations: Education, Psychology and Social Sciences. Moreover, by collaborating with different universities in different countries (Spain, United States, Germany, Holland, United Kingdom and Canada), we have the possibility of accessing a wide range of realities, social groups and policies that enrich the work carried out.

People who are part of this research team are interested in promoting research of quality and excellence, from a social and educational approach that provides results of social interest and usefulness. 

Research Group on Curriculum, Resources and Educational Institutions - CRIE

Research group on Curriculum, Resources and Educational Institutions (CRIE) already has a long history. It was established in 1991 within the Department of Education and School Management of the Universitat de València, with a group of lecturers from several universities. Over the years its objective remained unchanged: explore the policies and practices articulated in education systems, schools and classrooms. 

As members of the group, with specific academic interests, we share the motivation to advance in the knowledge of how new ways of becoming active subjects of citizenship, capable of actively moving through a plural world, apparently without borders, are being developed in the classroom. Along the way, we have been dealing with such complex objects of analysis as: reforms, teaching innovation, curriculum planning, evaluation, teaching aids, comprehensiveness, school leadership, organisation, participation, citizenship, diversity, technologies, etc. However, back then and now, the production of knowledge by participating in research projects does not meet the expectations of those of us who are part of CRIE. We want to socialise our achievements by training students interested in our lines of work; in fact, some of them are already active members of the group as interns, doctoral students or even PhDs. The presence of the research group in society is reflected in the publication of our work, our participation in forums and all kinds of events, as well as in institutions that invite us. We assume these aims with our enthusiasm, the energy of new members and renewing the website as a gathering place for those who share our interests and motivations.

Research Group on Education in Reading, Literature, Linguistics, Culture and Society - ELCIS

The Elcis research group has carried out research into reading, literary, media and linguistic training in multicultural and multilingual contexts at different educational levels in both L1 and L2 and foreign languages. It began when we were awarded the research project "Globalisation, exclusion and multiculturalism in Children's and Young Adult Literature" (UV-AE-20060713) in 2006.

Since then and until now we have been working on different research, cooperation and innovation projects. A determining factor for the consolidation and expansion not only of research lines, but also of members and collaborators was the award of the R+D+I project "Literary Education and Interculturality" of the Ministry of Science and Innovation (EDU 2008-01782/EDUC), National Programme for Fundamental Research in the framework of the 6th National Plan for Scientific Research.

We have taken part in other projects such as "Diversity and (in)equality in contemporary Spanish literature for children and young people" (UV-IMV-PRECOMP-13-115502), "Literary images of diversity: citizenship and identity through reading and literary education" (GV 2015-050). Or the centre innovation projects "Innovation, Research and Quality in Higher Education: Projects and Proposals in teaching research in the Complementary Activities Weeks" in different editions or "Work on the impact of the use of interactive whiteboards in the higher education of teachers of Infant, Primary and Secondary Education". As well as "Comparative study of DLL subjects in the new degrees of Early Childhood Education" project awarded by the University of Seville. Projects for Teaching Research (038-A6-2010) with researchers from the universities of Seville, Jaén, Granada, Valencia, Barcelona, A Coruña; the project DETERMINING FACTORS IN THE READING HABITS OF SECONDARY EDUCATION STUDENTS (PR2017-040) granted by the University of Cadiz. Or the cooperation project "Preparation of teacher training agents and institutional teams to enable innovation and improvement in research and teacher training in intercultural bilingual education in the Andean and Caribbean areas" of the Spanish Agency for International Cooperation (D/030992/10); "Linguistic competences and cultural identity of students of immigrant origin - integration variables in immigration contexts" (APE/2015/004).

We have also been part of the project "MEDIATIC COMPETENCIES OF THE CITIZENSHIP IN EMERGING DIGITAL MEDIA (SMARTPHONES AND TABLETS): INNOVATIVE PRACTICES AND EDUCOMUNICATIVE STRATEGIES IN MULTIPLE CONTEXTS of the Ministry of Economy and Competitiveness. National Programme for R&D Projects (EDU2015-64015-C3-1-R) with 40 researchers from 11 Spanish universities and 8 Latin American and European countries or the project "YOUTUBERS AND INSTAGRAMMERS: MEDIATIC COMPETITION IN EMERGING PROSUMERS" of the STATE RESEARCH AGENCY - 2018 Calls for Knowledge Generation R&D Projects and R&D Projects and RESEARCH CHALLENGES.

The Elcis group has also organised all kinds of scientific meetings related to our research: among others, the 3rd International Conference on Catalan Literature for Children and Young Adults (2006); and the International Conference on Literary Education and Society. The teaching of literature to young adults (2007); Interdisciplinary Conference on Women's Studies (2009); : 3rd Conference on Teaching Innovation in Higher Education (2014); 1st and 2nd International Conference Teaching Literature in English for Young Learners (2012) and (2015); 15th International Conference of the Spanish Society of Language and Literature Didactics (2014); Conference on Research, Innovation and Best Practices in Early Childhood Education (2014), (2015), (2016), (2017) and ((2018) or the Conference on Reading, Literary and Linguistic Education. They are currently part of the network of excellence of the project EXCELLENCE NETWORK IN MEDIATIC EDUCATION of the Ministry of Economy, Programme of Dynamisation Actions Networks of Excellence R+D (Action 2016) (EDU2016-81772-REDT) participating entities: 10 R+D IPs 10 Spanish universities.

Research Group on Education, Knowledge and Emancipation - GREDUC

We are a multidisciplinary study and research group in the field of education at the Universitat de València. Although we carry out research on different topics, we have in common a critical and post-critical epistemological view of education. Taking these elements as a starting point, we have been moving towards a commitment to a different way of understanding research, clearly linked to social transformation. Cooperation, the exchange of scripts and proposals and the dialogic circle are the strategies that accompany us.

Our lines of research are directed towards the initial and ongoing training of educators in various socio-educational contexts. Narrative research, experience and the educational relationship are our tools for advancing research in the fields of education, knowledge and emancipation.

Academic production should free itself from an unhealthy individualistic tradition, therefore, we are committed to the creation of spaces in which to enable curating, reflection and collective creation. In this sense, the group reflects a diversity of situations and stages in research. Some of the members of the group have already defended their theses and others are in the process of writing them.

The coordination of the group is based, in particular, on defining the problems and difficulties in educational research.

Research Group on Educational Policies, Interculturality and Society - POLISOC

The Research Group on Educational Policies, Interculturality and Society (POLISOC) is attached to the Department of Comparative Education and History of Education of the Universitat de València-Estudi General and is closely connected to the Unit for Research in Educational Policy (UNIPE). It was created with the triple objective of, on the one hand, sharing ideas and joining forces to create a space for reflection on educational policy issues; on the other hand, to create a meeting place where different professionals concerned with its study can come together; in this sense, it is constituted as a space and open space for work and reflection on crucial issues of education in our time with the aim of making visible and recovering a space of its own for the Politics of Education. It therefore aims to reclaim political deliberation.

Research is, finally, another fundamental objective of POLISOC, which commits it to the development and consolidation of interdisciplinary research groups in the contents and competences of Education Policy. The research group is currently made up of lecturers and researchers from different departments of the Universitat de València and from Italian and Portuguese universities. Its composition will vary depending on the research projects in progress, and may include staff hired for projects and research, as well as teaching staff from other national and foreign universities.

POLISOC's research activity is reflected in the participation of its members in nationally and internationally competitive research projects, either as researchers or as principal investigators. Among the R&D projects in which POLISOC members have participated are "Decentralisation and social participation as indicators of quality in the project, management and evaluation in schools and the education system" (GV-3200/95), "Training of democratic citizens. Education as a builder of identity and civic competence" (CTIDIB/2002/307), "Education and socialisation in values" (GV04B-174). They teach in the subjects of educational policy in the undergraduate and official master's degrees "Policy, management and direction of educational organisations", "Secondary education teaching staff", "Educational social action", "Psychopedagogy", of the UV, "Social change and educational professions" (UMA), as well as in the PhD programme in Education of the UV. Some of its members have carried out predoctoral, postdoctoral, research and Erasmus PDI stays in prestigious foreign universities (University of California Davis (USA), University of Exeter (UK), Universities of Salento and Verona (Italy), University of Örebro (Sweden), Federal University of Alagoas (Brazil), El Colegio de México, IISUE of the UNAM (Mexico), CEDIGSO of the Autonomous University of the State of Hidalgo (Mexico), Complutense University of Madrid, UNAM (Mexico), Universidad Complutense de Madrid, UNED, Universidad de Loja (Ecuador), Universidad Federal de Alagoas (Brazil), Universidad Federal Fluminense (Brazil), Universidad Simón Bolivar (Colombia), Universidad de Norte (Colombia), Centro de Estudios Mundiales (Sorbonne Université, Paris), Université du Franche-Comté (France), Örebro University (Sweden), Universidad Agraria de La Habana, Universidad de Peruglia (Italy) and Universidad de Almería (Spain). It has organised or is preparing the following national and international seminars: National Seminar on Education Policy: teaching and research; International Seminar on Quality policies in the initial training of secondary school teachers and I and II Conference on Absenteeism in the Valencian Community. Likewise, members of the group have led and participated in Teaching Innovation Projects, and supervised pre-doctoral and post-doctoral stays. Another of its activities has consisted in carrying out reports, audits and advice to public and private entities. Some of the members of the POLISOC team also lead projects such as Refuteach: Applied Linguistics for the Inclusion of Refugees (UPM/University of Kent), and are also members of the following projects: EELISA: Opportunities for everyone (UPM/EU); Emancipatory practices and transformative decolonising methodologies (FLACSO); Grup d'Estudis Transversals (UA).

Some of the POLISOC group collaborators participate as members in the activities of the Grup de Recerca sobre Intervencions Socioeducatives en la Infància i la Joventut (GRISIJ, which stands for Research Group on Socio-educational Interventions for Children and Youth), of the University of Barcelona, having participated in the European Project PAGE (Parental Guidance and Education 2016-2018). Also noteworthy, and since the year of constitution of the group in 2017, is the participation of members of POLISOC in the research project: "Analysing the situation of students and the education system in compulsory education in the city of Valencia and its historical evolution, as well as the training of students in this area", a project drafted with the aim of developing the "School Map of the city of Valencia", and emerged at the initiative of the Department of Education of the City Council of Valencia, an initiative formalised through an agreement between the City Council of Valencia and the Universitat de València. The research team that has worked on the different reports of this project, disseminated in 2018 and in May and December 2019, was made up of fourteen professors of the Universitat de València from the faculties of Geography and History, Teacher Training, Philosophy and Education Sciences, Economics and Business Studies, and Social Sciences.

Among the projects currently underway or recently completed, the participation of POLISOC collaborators in the projects stands out:

  • "European Non-Territorial Autonomy Network. Reference: CA18114. Funding Entity: European Cooperation in Science and Technology. Call: 2018. Responsible researcher: Ivan Dodovski. Affiliation: University American College Skopje, North Macedonia Duration: 28/02/2019 - 27/02/2023. Amount: 300.000 €.
  • "The Spanish poetic engagement of the 20th century in the current academic canon (1975-2018). Referencia: PGC2018-093641-B-100. Funding entity: Ministry of Science, Innovation and Universities. Call: 2018. Researcher in charge: Miguel Ángel García. Affiliation entity: University of Granada, Spain. Duración: 01/01/2019-31/12/2021. Amount: €24,200.
  • "Reading and literary education: Antonio Machado, Juan Ramón Jiménez and Federico García Lorca in Spanish and Latin American school culture. A historical and pedagogical study". Reference: RTI2018-098692-B-100. Funding Entity: Ministry of Science, Innovation and Universities. Researcher in charge: Juan Carlos González Faraco. Affiliation entity: University of Huelva, Spain. Duration: 01/01/2019-31/12/2021. Amount: 28.600 €.
  • PID2020-114249GB-I00, "El giro copernicano en la política de educación y ciencia en el desarrollismo franquista: de la subsidiariedad a la intervención estatal", funded by the Ministry of Education, Science and Innovation. Researcher Antonio Canales UCM, Duration 01/01/2021-31/12/2024. Amount: 31.800 €.
  • GV/2021/126, "Implentación del enfoque educativo STEM en el desarrollo de competencias (EDUSTEM)", funded by the Dirección General de Ciencia e Investigación de la Conselleria de Innovación, Universidades, Ciencia y Sociedad Digital de la Generalitat Valenciana. Researcher in charge: Laura Monsalve Lorente. Duration: 01/01/2021- 31/12/2022. Amount: €20,000.

Among the recently completed projects, in addition to those already mentioned: "A Global Youth in the Making: the 200,000 Residents of the Cité internationale universitaire in 20th-Century Paris" Reference: ANR-17-CE28-0005. Funding Agency: Agence nationale de la recherche, France. Researcher in charge: Guillaume Tronchet. Affiliation: École Normale Supérieurey Institut d'Histoire Moderne et Contemporaine, France. Duración: 01/09/2017-31/12/2020. Also noteworthy is the approval in 2020, by the Equality Unit of the Universitat de València, of the project assigned to another researcher of the POLISOC group: Personal stories of civil and feminist commitment for social change, within the framework of the Programme of Grants for the organisation of activities to promote equality between women and men of the Universitat de València. The POLISOC group has also been the starting point for the ABSENTIS sub-group, which is part of it. The ABSENTIS/POLISOC group, which focuses on the study of the dimensions, causes and consequences of truancy, has been carrying out research, collaboration and knowledge transfer tasks in this field, collaborating with various entities specialised in the prevention of truancy. Thus, as part of the research project "Truancy in the Valencian Community" (UV-INV-AE18-784553), financed by the Universitat de València, and "Truancy and the right to education in the Valencian Community, (GV/20019/136)", various publications, conferences, seminars and training courses have been supported in collaboration with various public and private entities. In relation to this last subject, the 2nd Conference on truancy: a community challenge was organised and held in November 2021, with the participation of different educational centres, local and regional administrations, and members of the research group from the Universitat de València and other universities.

In addition, many other seminars and conferences have been held to disseminate the results of research carried out by POLISOC members, or by members of other research teams with which POLISOC maintains collaborative links, including the most recent ones:

  • "Lecture-seminar "School segregation, a human rights and social justice issue", by Javier Murillo, professor at the Universidad Autónoma de Madrid and Director of the UNESCO Chair in Education for Social Justice at the Universidad Autónoma de Madrid (UAM), held in November 2021, in person and online.
  • "Lecture-seminar "Neoliberalism and the Spanish public university", by Alexandra Carrasco, in September 2021, offline and online.
  • "Conference: "Right to education and cultural identity", given on 20 May 2021, by the Professor of Theory and History of Education at the Universitat de València and director of the POLISOC group, Juan Manuel Fernández Soria. URL: https://youtu.be/R27Vz9YnTzg
  • "Teaching innovation project: Visibilising voices and cultures in higher education. Politics and education", presented by the researcher Sandra García de Fez, on 28 May 2021. URL: https://youtu.be/jJ9m_Bp1oXo
  • "Seminar: School absenteeism and social exclusion. A violation of the right to education", held on 18 December 2020, with the participation of: Mónica Añón Roig, technical advisor for Equality and Coexistence of the Regional Ministry of Education, Culture and Sport, José Ignacio Cruz Orozco (UV), and Sandra García de Fez (UV). URL: https://youtu.be/pm4adyRVRxA
  • "Conference-seminar: "From our feet on the ground so as not to remain on our knees. Considerations on the education pact", held on 11 December 2020, with the intervention of Professor Antonio Canales Serrano (Complutense University). URL: https://youtu.be/YTiwSV3OnQ8
  • "The single school district: A segregative education policy in itself?", presented by the researcher Sandra García de Fez, in December 2020. URL: https://youtu.be/Sw-EsLMe5Kw
  • "Web seminar: "What does the General Education Act of 1970 tell us?", by Professor Diego Sevilla Merino, Professor of Educational Policy and Legislation at the University of Granada, held on 20 November 2020. URL: https://www.youtube.com/watch?v=2nxZCoajw-0
  • "Round table: Women and interculturality. Personal stories of civil and feminist commitment for social change, held on 11 March 2020, and organised by professors Sandra García de Fez and Donatella Donato, with the participation of different social entities.
  • "Conference-seminar: "Cultural identity, citizenship and education" by Virginia Guichot, professor at the University of Seville, held on 15 November 2019.
  • "Conference: "Migrant minors and the right to education", held on 12 December 2018, with the intervention of Professor Jorge Cardona Llorens Professor of International Public Law at the Universitat de València.
  • "Seminar: "The governance of higher education in the Spanish context, Reflections on the influence of the European Union on the configuration of the Spanish university system", held on 12 January 2017, with Alexandra Carrasco, trainee researcher, as speaker.

Finally, it is worth mentioning the participation of the director of POLISOC, Professor Juan Manuel Fernández Soria, as a guest speaker at the International Colloquium: "Politiques éducatives et projets de société, discours et pratiques, 19e-21e siècles", held in June 2021 at the University of Orlèans, with the theme: "El discurso modernizador en la política educativa española del siglo XX" (The modernising discourse in 20th century Spanish educational policy).

Publications 2021

  1. Doctoral theses
    1. Neoliberal policies as processes of privatisation and commercialisation of the public university in Spain. The role of the European Union and the Spanish case in the European context. Doctoral thesis by Alexandra Carrasco, FPU of the Department of Comparative Education and History of Education. Director: Juan Manuel Fernández Soria. Doctoral Programme in Education RD 99/2011, research line "Historical, political and comparative studies of education".
  2. Books and book chapters
    1. Cinema as a pedagogical resource in Compulsory Secondary Education classrooms. Mª José Ruiz Romero and Laura Monsalve Lorente. In: Nuevas coordenadas para la formación y el aprendizaje, 2021, pp. 241-250. https://dialnet.unirioja.es/servlet/articulo?codigo=7953959
    2. Neoliberal logics and social education: a critical look at socio-educational intervention. Vicent Horcas López and Elena Giménez Urraco. In: Nuevas coordenadas para la formación y el aprendizaje / coord. by Pilar Sanz-Cervera, María Dolores Soto González, Juan García Rubio, 2021, ISBN 9788418627088, pp. 111-120.
    3. Neoliberal logics and social education: a critical look at socio-educational intervention. Vicent Horcas López and Elena Giménez Urraco. In: Nuevas coordenadas para la formación y el aprendizaje / coord. by Pilar Sanz-Cervera, María Dolores Soto González, Juan García Rubio, 2021, ISBN 9788418627088, pp. 111-120.
    4. The College of Spain in Paris: a Franco-Spanish cultural crossroads. Mora-Luna, Antonia M.(coord.), Granada, Comares, 2021 (in press).
    5. "La production littéraire au service de la nation. Notes/remarques pour le professeur de littérature espagnole", Mora-Luna, Antonia María. In: Guido Furci and Cyril Verlingue (eds.), Je est un autre Nous. Enonciations collectives et stratégies de résistance, Paris, Honoré Champion, 2021 (in press).
  3. Articles in specialist journals
    1. Career, work and pedagogical culture of Antonio Ballesteros Usano. José Ignacio Cruz Orozco. Perfiles educativos, vol. XLIII, núm. 173, 2021 doi.org/10.22201/iisue.24486167e.2021.173.59755 2
    2. Facing silent disentailment: Strategies of Spanish Catholic education, José Ignacio Cruz Orozco. Education XX1: Journal of the Faculty of Education, 2021.
    3. The modalities of teaching in the new normality for the academic year 2020-21 in Spanish public universities, Cristina Pulido Montes, and Santiago Mengual-Andrés. IJERI: International journal of Educational Research and Innovation, 2021.
    4. Privatising trends in the European higher education funding model: European Union proposals and analysis of affordable access, Alexandra Carrasco González. Spanish Journal of Comparative Education, 2021.
    5. Introduction: 50 years after the General Education Law of 1970, Juan Manuel Fernández Soria, and Diego Sevilla Merino. Historia y Memoria de la Educación 2021. 
    6. The General Education Law of 1970, a law for the modernisation of Spain?, Juan Manuel Fernández Soria, and Diego Sevilla Merino. Historia y Memoria de la Educación 2021.
    7. Validating the Gratifications Associated with the Use of the Smartphone and the Internet by 
    8. University Students in Chile, Ecuador and Spain, R. Tirado-Morueta, A. García-Umaña, and S. Mengual-Andrés. Journal of Intercultural Communication Research 2021. doi: 10.1080/17475759.2021.1898449
    9. Opportunities and Hazards of the Internet for Students with Intellectual Disabilities: The Views of Pre-Service and In-Service Teachers, E. Chiner, M. Gómez-Puerta, and S. Mengual-Andrés. International Journal of Disability, Development and Education 2021. doi: 10.1080/1034912X.2019.1696950
    10. Chatbot to improve learning punctuation in Spanish and to enhance open and flexible learning environments. Esteban Vázquez-Cano, Santiago Mengual-Andrés, and Eloy López-Meneses.
    11. International Journal of Educational Technology in Higher Education 2021. doi: 10.1186/s41239-02100269-8
    12. Prevalence of sexting in young university adults: motivation and risk perception, Laura Monsalve Lorente and Enrique García Tort. Psychology, Sociology & Education 2021.
    13. The online classroom as a séance: Challenges and strategies in the face of pandemic pedagogies. Dulcinea Tomás Cámara. Atenas. Scientific-pedagogical journal, 4 (56).
    14. Undisciplined disciplines? Exercises in epistemic diversity for an inverse matrix pedagogy. Dulcinea Tomás Cámara. Trenzar. Revista de Educación Popular, Pedagogía Crítica e Investigación Militante, 6 (3), pp. 96-114.
    15. Education and literature in late Francoism and the Spanish democratic transition (II). Contenidos programáticos y experiencias editoriales (1982-1990)" Mora-Luna, Antonia María, History of Education & Children's Literature (2021) (in press).

Publications 2020

  1. Doctoral theses
    1. Discourses and non-explicit interests in Spanish educational reforms: the Organic Law on Education and the Organic Law for the Improvement of Educational Quality. Doctoral thesis by María Torres Pellicer, Faculty of Philosophy and Educational Sciences Director: Juan Manuel Fernández Soria.
  2. Books and book chapters
    1. School absenteeism and social exclusion, a violation of the right to education. 
    2. José Ignacio Cruz Orozco and Sandra García de Fez (Editors). Editorial Tirant Humanidades. 
    3. From apprentices to university students: The configuration of the teaching profession, Juan Manuel Fernández Soria. In: Investigación educativa y cambio social 2020.
    4. Language and technology: A collaborative platform for the teaching-learning of varieties of Spanish. Rocío Díaz Bravo, Silvia Acid Carrillo, and Juan Manuel Fernández Soria. In: Educational Research and Innovation: Trends and Challenges 2020.
    5. Educational policies for the integration of ICT in Spain and the Valencian Community. Laura Monsalve Lorente, Enrique García Tort, Miriam Elisabeth Aguasanta Regalado. In: Estrategias didácticas digitales. Encounters between research and practice. https://dialnet.unirioja.es/servlet/articulo?codigo=7881751
    6. European Union strategies and gender equality initiatives in STEM. Laura Monsalve Lorente and Juan García Rubio. In: Pedagogy and cultural changes in the 21st century. https://dialnet.unirioja.es/servlet/articulo?codigo=7226965
    7. Towards an inclusive and democratic education in the context of secondary education in Italy Mª Teresa di Piazza, Isabel María Gallardo Fernández, Laura Monsalve Lorente. In: Claves para la innovación pedagógica ante los nuevos retos https://dialnet.unirioja.es/servlet/articulo?codigo=7758039
    8. Covidosofía. Philosophical reflections for the post-pandemic world. Dulcinea Tomás Cámara (Comp.) Barcelona: Paidós.
    9. Critical Thinking Lab: Maieutics for Millenials. Dulcinea Tomás Cámara. In E.J. Díez Gutiérrez and J.R. Rodríguez Fernández (Eds.), Educación para el Bien Común Hacia una práctica crítica, inclusiva y comprometida socialmente, pp. 242-251. Barcelona: Editorial Octaedro.
    10. Absenteeism at school and municipal intervention: an analysis of the Valencian Community. José Ignacio Cruz Orozco and Vicent Horcas López. In: Absentemo escolar y exclusión social: una vulneración del derecho a la educación / José Ignacio Cruz Orozco (ed. lit.) and Sandra García de Fez (ed. lit.), 2020, ISBN 9788418155857, pp. 55-78.
    11. " 20th century poetry and commitment in the Spanish school culture of the transition". Mora-Luna, Antonia María. In: Miguel Ángel García (ed.), El compromiso en la poesía española del siglo XX y el canon académico actual, Granada, Editorial Comares, 2020, pp. 275-306. ISBN: 978-84-1369-026-1
    12. Cruz Orozco, José Ignacio (2020), Pending revolution and socialisation of youth. The political utopia of the Spanish Falange in Bares, Juan de and Oncina, Faistino (coords.) Utopías y ucronías. Una aproximación histórico-conceptual, Barcelona, Edicions Bellaterra, pp. 229-250 Year:) ISBN: 978-84-7290-947-2.
    13. Monsalve Lorente, Laura (2020), Towards an inclusive and democratic education in the context of secondary education in Italy. In: Claves para la innovación pedagógica ante los nuevos retos: respuestas en la vanguardia de la práctica educativa / coord.. by Eloy López Meneses, David Cobos Sanchiz, Laura Molina García, Alicia Jaén Martínez, Antonio Hilario Martín Padilla, Editorial Octaedro, pp.... 545-553. ISBN 978-84-18348-22-8
    14. Monsalve Lorente, Laura, García Tort, Enrique and Aguasanta Regalado, Miriam Elizabeth(2020). Educational policies for the integration of ICT in Spain and the Valencian Community. In: Estrategias didácticas digitales: Encuentros entre la investigación y la práctica / coord. Diana Marín Suelves and José Peirats Chacón. Editorial Calambur. Pp. 43-62. ISBN 978-84-8359-499-5
  3. Articles in specialist journals
    1. Neoliberal higher education policies as a response to a new state model. Pro-market practices in the public university, Alexandra Carrasco González. Journal of Higher Education 2020.
    2. Structural model of extrinsic factors influencing flipped learning, Santiago MengualAndrés, Jesús López Belmonte, Arturo Fuentes Cabrera, and Santiago Pozo Sánchez. Education XX1: Journal of the Faculty of Education 2020.
    3. School absenteeism in Spain. Datos y reflexiones, José Ignacio Cruz Orozco. Contextos educativos: Revista de educación 2020.
    4. Cultural identity and the right to education, Juan Manuel Fernández Soria. Contextos educativos: Revista de educación 2020.
    5. Computational thinking and coding in primary education: scientific productivity on SCOPUS, Annalisa Piazza, and Santiago Mengual-Andrés. Pixel-Bit: Journal of media and education 2020.
    6. Internet and people with intellectual disability: A bibliometric analysis, S. Mengual-Andrés, E. Chiner, and M. Gómez-Puerta. Sustainability (Switzerland) 2020. doi: 10.3390/su122310051
    7. Computational thinking and coding in primary education: Scientific productivity on SCOPUS, 
    8. A. Piazza, and S. Mengual-Andrés. Pixel-Bit, Journal of Media and Education 2020. doi: 10.12795/pixelbit.79769
    9. Structural model of influential extrinsic factors in flipped learning, S. Mengual-Andrés, J. López Belmonte, A. Fuentes Cabrera, and S. Pozo Sánchez. Educacion XX1 2020. doi: 10.5944/educxx1.23840
    10. New learning ecologies in the curriculum, Laura Monsalve Lorente and Miriam Elizabeth Aguasanta Regalado. RELATEC: Latin American Journal of Educational Technology 2020
    11. Epistemologíx transmodernx: Alternative genealogies of thought in the face of the pandemic. Dulcinea Tomás Cámara. Cuadernos Abiertos de Crítica y Coproducción: Autores colectivos institución y coproducción, 2, pp. 10-23.
    12. The classroom as space of welcome: Exploration of the current challenges of teaching Spanish for refugees. Dulcinea Tomás Cámara. Culture and Education, 32(4), pp. 776-795.

Publications 2019

  1. Books and book chapters
    1. Teaching and learning the promotion of health education in schools. Laura Monsalve Lorente and Engracia Soler Pardo. In: Re-inventing research in health and education for a transcultural society. https://dialnet.unirioja.es/servlet/articulo?codigo=7502710
    2. Emerging technologies and didactic trends in educational scenarios. Arturo Fuentes Cabrera, Eloy López Meneses, Jesús López Belmonte, Santiago Mengual-Andrés (coord.). Editorial Octaedro.
    3. "Miguel Hernández and Portuguese Neo-Realism: childhood in the literature of commitment". Mora-Luna, Antonia María. In: Carina Infante do Carmo and Violante F. Magalhães (coords.), NeoRealismo e Infância, Lisbon, Edições Colibri, 2019, pp. 181-195.ISBN: 978-989-689-839-7.
    4. José Ignacio Cruz Orozco, (2019, While we still don't like Spain, we can't have holidays. An approach to the camps of the Frente de Juventudes in the province of Valencia (1937-1955) in Mayordomo, A. and Paya, A, (eds.), Pedagogía. Thought, politics and practice. Historical readings in contemporary Valencian society, Valencia, Tirant humanidades, pp. 59-75.
    5. Laura Monsalve Lorente and Juan García Rubio. (2019). European Union strategies and gender equality initiatives in STEM, In: Pedagogy and cultural changes in the 21st century: rethinking education / coord. Laura Monsalve Lorente, Isabel Pardo Baldoví and María Isabel Vidal Esteve. Editorial Octaedro. Pp. 147-158 ISBN: 978-84-18083-18-1
  2. Articles in specialist journals
    1. When Franco falls: Educational proposals for Spain from exile (1945), José Ignacio Cruz Orozco, and Sandra García de Fez. History and Memory of Education 9, (2019) pp. 101-138.
    2. The destruction of republican modernity: No (...) reasons for the Spanish pedagogical exile, Juan Manuel Fernández Soria. History and Memory of Education.
    3. The pedagogical exile of 1939, Salomó Marquès Sureda, and José Ignacio Cruz Orozco. History and Memory of Education 2019.
    4. The Great Red Scourge. Arguments for the extension of Secondary Education in Spain (1953-1961), José Ignacio Cruz Orozco. Revista Complutense de Educación, vol.30, nº 4, (2019), pp. 983-996. ISSN: 1130-2496.
    5. José Ignacio Cruz Orozco, (2019), The proposal on education of the Commission for the Study of Spanish Problems (1945), History and Memory of Education, 9, pp. 669-710.
    6. Cruz Orozco, José Ignacio (2019), Two pedagogical models with and in nature: The Explorers of Spain and the Youth Front, Sarmiento. Revista Galego-Portuguesa de Historia da Educación, 22, pp. 37- 50.
    7. Cruz-Orozco, J.I.; Fernández-Soria, J.M. (2019), Conversations with Antonio Viñao. Formative years (1943-1982), Interuniversity Journal of the History of Education, (37) pp. 481-525. 
Research Group on Investigating Music Education - iMUSED

The iMUSED research group was set up with the aim of deepening the knowledge of music education from multiple perspectives.

The different interests it addresses can be grouped into five main lines of research: educational innovation, interdisciplinarity, the study of the curriculum, musical identities and knowledge transfer.

  1. The first includes the development of methodologies, resources and approaches that contribute to the reflection on current educational practices, to the re-elaboration of established aims and to the renewal of didactic strategies in line with them. Examples include the development of creativity, the incorporation of ICT and new pedagogical methods, the didactics of music listening and performance, and critical music education.
  2. Secondly, interdisciplinarity refers to the search for intersections between music education and other areas of knowledge, both scholarly and academic. In this sense, the educational possibilities of specific repertoires such as stage music or contemporary urban popular music will be explored in order to establish bridges with areas such as social sciences, language or plastic arts. In the same way, the connections with social and experimental sciences, communication and audiovisual sciences, special education and emotional education will be explored, as well as the use of musical heritage and the reconstruction of the history of the discipline itself.
  3. A third line of research is constituted by the study of the different curricular levels, especially with regard to the prescriptions of educational legislation, the contents programmed in school textbooks, and the practices and considerations of teachers.
  4. Fourthly, the identities and subjectivities present in different groups belonging to the field of music education will be studied, such as the professional identities of teachers and the musical identities of students, analysed on the basis of their preferences and cultural reference groups. The aim is to analyse how the different identities influence the teaching and learning processes, and to develop strategies to positively influence the construction of students' identities.
  5. Finally, the last line of research corresponds to the transfer of scientific knowledge in music education, aimed at individuals and groups interested in this field, and involves the development of resources, the dissemination of results and the training of teachers.

Three of the members of the group (IP Ana María Botella, Rafael Fernández and Rosa Isusi) have been teaching on the Master's Degree in Secondary Education since 2010 and 2014 respectively. Professors Ana María Botella (IP) and Rosa Isusi teach on the Master's Degree in Specific Didactics Research at the Faculty of Teacher Training and, together with Salvador Blasco, supervise theses on the PhD programme in Specific Didactics. Both lecturers also collaborate in the doctoral programme of the Universitat Politècnica de València in the direction of doctoral theses. In addition, the IP Ana María Botella, has a track record of 15 theses supervised in the doctorate programme at the Faculty of Teacher Training and at the University of Salamanca.

Research Group on Literature, Arts and Performance - LAP

The research group works on the dialogue between the different representative arts and literature through the semiotic and cultural transmission of literary topoi from and towards the Anglo-Saxon tradition. The group’s research focuses on the study of different cultural practices from the perspective of intertextuality, intermediality, semiotics, reception and adaptation. The period of study covers from the Middle Ages to the present day, with an exhaustive analysis of the creation map, transmission and influence of cultural, artistic and literary heritage in the Anglo-Saxon tradition. The group also works on investigating the impact of the objects of cultural consumption considered in contemporary societies. To this end, it carries out advisory and consultancy work for cultural agents, companies related to the performing arts, film, television and digital industries, as well as companies in the publishing industry and cultural centres interested in the production, conservation, teaching and dissemination of cultural products related to or originating from the Anglo-Saxon tradition.

Research Group on Quantitative Methods for the Measurement of Culture and Education - MC2

The Quantitative Methods for the Measurement of Culture and Education (MC2) research group mainly develops its research and teaching specialisation in two highly related fields: Culture and Education; however, recently the research group is promoting the development of a third line of research, tourism, and specifically cultural tourism (cultural, industrial, language heritage, etc.).

Since its creation as a research line attached to the Department of Applied Economics, the MC2 research group has contributed to and participated in countless national and international research projects. In this sense, MC2 has participated, among others, in the project favoured by the Organisation of Ibero-American States (OEI) for the creation of the Ibero-American Observatory of Culture (OIBC); in the Evaluation of the Spanish Cultural Cooperation under the demand of the Spanish Agency of International Cooperation for Development (AECID); in the project for the elaboration of the System of Local Cultural Indicators of the Spanish Federation of Municipalities and Provinces (FEMP) or in the design of an information system for the management of the Cervantes Institute.

Members of MC2 have also participated in projects linked to higher education through European Union projects such as the REFLEX Project, or the PROFLEX Project on graduate follow-up in Latin America. Among the objectives pursued by the MC2 research group are those listed in the following section.

Research Group on Teaching and acquisition of solidarity and intercultural competences through languages and literature - TALIS

TALIS was born in response to the perception that there was a great lack of technical advice and collaboration of universities with different social agents, NGDOs for example, in the field of education based on the CLIL / CLIL (Content and Language Integrated Learning) model. That is to say, neither didactic material nor related actions were being created that encompassed both language learning and content related to solidarity, Development Education and interculturality in an integrated way, which we consider fundamental to help in the social construction of a fairer, more equal and socially aware world, while at the same time boosting the local economy. Therefore, research in this field is absolutely essential, since it is necessary to have a theoretical framework for the development of intercultural competence and a methodology that allows the application of appropriate strategies for its didactic transposition.

On the other hand, because of the training of the teachers involved, special importance is attached to Content and Language Integrated Learning (CLIL). It is considered that CLIL makes it possible to incorporate into this language teaching and learning an axiological axis that includes education for global development or the classic teaching of values. In this sense, TALIS has carried out and continues to carry out interdisciplinary research which allows for broad and at the same time realistic frameworks of implementation.

Research Group on University Pedagogy, Lifelong Education and Sustainable Development - GREAV

This group focuses on University Pedagogy, Lifelong Education and Sustainable Development. Its aim is to study the educational processes in these areas in order to build knowledge and to specify and apply proposals for improvement:

  • In University Pedagogy (analysis of teaching-learning processes at university, transition, failure and drop-out processes, study of the impact of innovative methodologies, design, application and evaluation of good practices, teaching competences, use of ICT in e-a processes, etc.).
  • In Education and Sustainability (curricular sustainability, analysis of the contents of university curricula, course guides, development of competences for sustainability, construction of models transferable to the different degrees, analysis and improvement of their approach in formal and non-formal education, etc.).
  • In Family and Minors (family educational styles and their evaluation, family diversity, parental competence, parental abuse by children, mediation of family conflicts, training in family intervention, etc.).
  • In Coexistence and Conflict Resolution (education and coexistence, education for peace, conflict resolution, teaching and learning of social norms, models of coexistence, disruptive and antisocial behaviour, etc.).
  • In Citizenship and Values (moral education, citizenship, education in values, intercultural pedagogy, education and human development, ethics of professions, professional ethics, educational prevention of gender violence, etc.).
  • In Media Literacy, ICTs and Video Games (media citizenship, media literacy, values and ICTs, video games and education, simulation games, serious games, uses of video games, etc.). In these fields, this team has already completed several competitive R&D&I projects and is developing others: 
  • Teaching strategies and learning strategies at university. Analysis of the impact of key variables on the ways in which university students approach learning. MCyT. (SEC/2003-016787) (2003-2006)
  • Introduction of sustainability into the curriculum at the University of Valencia General Study (ACUVEG). Valencian Government. (GV04B-166)(2004-2005)
  • Prevention and protection against domestic and gender-based violence within the framework of LO 1/2004 of December 28th. A transdisciplinary perspective. MICINN (SEJ2006-15544)(2006-2009)
  • Curricular Greening: design and analysis of interventions of disciplinary dialogue for the development of basic sustainability competences in university education (Early Childhood and Primary Education Degrees). MINECO (SEJ2007-67063) 2007-2010)
  •  Excellence in university students from a longitudinal approach: analysis of incident factors and design of an intervention model. MICINN (EDU2009-08518) (2009-2012) 
  • Family practices and co-responsibility: Analysis of values and proposal of educational strategies for the reconciliation of personal, social and working life. MICINN. (EDU2009-10250)(2009-2012).
  • Prevention and eradication of gender-based violence. Its transdisciplinary study through the media. Education and the performance of judges. MICINN. (DER2010- 018498)(2010-2012)-Compulsory education in the face of audiovisual communication competence in a digital environment. MICINN (EDU2010-21395)(2006-2009)
  • Learning-centred methodologies at university. Design, implementation and evaluation. MINECO. (EDU2012-32725)(2013-2015)
  • Curricular Sustainability in the Degree Plans: revisions of the basic competences for sustainability in the Course Guides; development and evaluation. MINECO. (EDU2010-21485)(2011-2013)This research has resulted in a significant number of publications in prestigious books and journals and a constant participation in conferences and training activities.