This communication engages with emergent cross-cutting themes across a series of educational intervention projects in which practitioners-in-training adopted and adapted in their proposals and work design some of the principles of ethnographic experimental collaboration (XCOL) (e.g. Estalella and Sánchez-Criado, 2018) or participatory action research (PAR) (e.g. Clark, 2010). The three interventions we draw from to develop this discussion took place in Madrid (Spain) across formal and informal learning settings and have in common a thematic interest in exploring and problematizing gender, gendered identities and gender relations in children and youth. The interventions developed as part of the internship/practicum of future educational psychologists and were designed in response to the identified needs and demands of the internship sites. Yet, as educational interventions, they were explicitly conceptualized and implemented in ways that depart substantially from the common expectations of process-product educational intervention and dominant ways -at least in Spain- of constructing educational accountability (cf. Berliner, 1989; Gage and Needels, 1989). Rather, practitioners-in-training working within a university research group with extensive experience in ethnographic and qualitative research, turned to emergent forms of inquiry in ethnographic research and participatory research for inspiration. The results were relatively successful interventions -that is, well assessed and received by the participating sites- in which an XCOL/PAR "educational intervention" was designed, implemented and analyzed within the time and material constraints of a one academic year internship experience.

This paper draws particularly from the reflexive activity and dialogue between interns and academic supervisors to critically examine the affordances and constraints of an XCOL/PAR perspective for educational intervention programs, particularly within a disciplinary, professional and policy context (dominated by traditional psychological approaches) in which educational intervention and assessment are defined in very different terms (cf. Fierro, 2018). The three projects we reflexively discuss were designed and implemented independently from each other between 2016-2018. The three projects are framed as specific educational interventions within larger extensive internships lasting a full academic year. A summary of goals, context, methodology and data-set of each project is provided below

(1) Deconstructing 'machismo' with secondary education students: This project explored gender identities and gender discrimination in a group of adolescent students (between 14-16 years of age) in a "remedial" track of a charter secondary school. Inés Cruz designed a collaborative workshop in which students used different media (photographs, written documents) to explore their gender ideologies and worked on producing "dramatizations" (short plays and comic strip) around gender relations. Documentationincludes audio/video-recordings of all the sessions, interviews with all participants, the teachers of the group and members of the counselling department, extensive participant observation in the school and gathering relevant documents. (2) Creating gender-inclusive spaces with a non-binary trans-sexual student in a secondary school: This project unfolded as part of the internship experience in a counselling department of a public secondary school. Natalia Piñeiro took the lead in co-designing a collaborative process aimed at rethinking the gender-inclusive practices and policies of the school in response to the enrollment of a non-binary trans student in the school (12 years of age at the time of the intervention). The experience unfolded as a dialogue between the student and Natalia in which through different media and procedures (photographs, walking tours, open diaries) they explored and re-imaged the gender order of the school. The process culminated in the creation of two posters around gender diversity and tolerance. Documentation includes extensive participant observation, field-diaries, analysis of the relevant policy documents of the school and interviews with teachers, counselors, the case student, peers, the parents of the student and external experts on gender and sexuality. (3) Playing gender with children in an after-school organization: This project developed in an organization that provides after-school support for children and youth "at risk". During her work with the "younger" group of children in the program (7-9 years of age), Rebeca proposed a collaborative workshop centered on exploring the meaning of gender and peer relations during childhood. She explored with the children the meaning of gender and their gendered relations through different activities and media (drawings, murals and group discussions). This work led to the creation of short videos by groups of students centered on gender relations. Documentation includes participant observation, audio-recordings of all the sessions, field-notes, interviews with the children and professionals in the program and access to the relevant documentation on the organization, their program as well as some information from children's individual case files.

We focus on four questions and issues that emerged across the experiences: (1) How the outcomes/results of the intervention are (re)construed and assessed; (2) The tensions connected to educator/practitioner roles and the professional identity transformations that an XCOL/PAR approach favours; (3) How different materialities and expressive media were uptaken in the intervention and received by the institutional settings; (4) How to manage time constraints in the design of XCOL/PAR interventions within educational institutions. From our perspective, these questions encapsulate some of the critical issues that practitioners interested in adopting XCOL/PAR approaches have to confront. The reexamination of these issues suggests that it is particularly important for emergent practitioners to articulate "good responses" to these questions and concerns in order to legitimize their professional position and the methodological choices involved in an educational intervention approach inspired by XCOL/PAR principles.

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