This outgoing study analyses the possibilities offered by school radio as an innovative ecosystem and literacy laboratory to promote communicative social justice and enhance the development of critical communicative competence in culturally diverse and low-academic performance pupils. In this sense, a case study was carried out in Secondary Education, specifically in the field of compensatory education and school language projects. During the development of the project, it was perceived that the use of school radio implies a space for knowledge exchange and citizen transformation, and a bridge between academic and social knowledge transmission, enabling students to acquire the necessary tools for the development of creative, experimental and critical thinking.

Critical literacy (CL) is considered a social practice through which a text is interpreted, considering its socio-cultural and socio-political context, it allows people to identify ideologies and intentions; and represents a way of life through which it is possible to know and understand the world, and uses texts and discourses by giving them new meanings within different contexts. Hence, CL is also understood as an agent for societal change (Canett Castro et al, 2021).

Within the school context, CL enables students to focus on understanding the purposes of the text and its function in different cultural and social settings, as well as, allows them to recognize different positions and ideologies (Cassany, 2013), analyse ideas, make judgements and assess the veracity of writings (Cassany, 2015). This link between CL and social justice offers pupils the opportunity to understand and actively participate in their social and political environment, as well as to understand and challenge social inequalities. It also implies reflecting critically on the reader's role in either reinforcing injustice through silence and doing nothing, or defying injustice through criticism and social action (Watkins, 2021).

In this way, it is essential to develop pupils' critical judgement during the educational process to acquire a socio-cognitive and socio-critical curricular conception during their education (Brito, 2017). Hence, social justice in the curricular sphere implies that people have access to the same opportunities and rights, to learn in conditions of equality, equity and mutual respect, especially those marginalised and excluded sectors.

The development of this exploratory study and the critical analysis of this emerging pedagogical experience and disruptive practice transforms this school scenario into an open space or laboratory for educational experimentation through the production of shared designs, prototypes of experiences and cultural products.

This pedagogical proposal opens up a disruptive space that redefines the classroom as a learning ecology. In this context, several elements determine the existence or not of a learning ecology (Barab & Roth, 2006), such as a plurality of learning contexts; an inter-contextual leap or between contexts; the existence of learning resources offered by all environments; and the generation of personal learning environments that determine individuality in the shaping of learning due to the diversity of possibilities that each person has at their disposal.

This addition of the ecological metaphor to the educational field contemplates research on the processes of knowledge construction and learning acquisition in a knowmadic society considering four dimensions: a) personal ecologies of lifelong learning in collective spaces of autonomous experimentation; b) learning ecologies and social mediations of formal and non-formal cultures and contexts; c) community ecologies: instituting participatory spaces and social transformation; and d) knowledge ecologies: projects generating spaces for creative work and experimentation with participatory methodologies. (Martínez & Fernández).

The study's research questions are as follows:

What are the potentialities of school radio as an innovative ecosystem to develop pupils’ communicative competence? 

Can school radio function as a laboratory of critical literacy promote pupils’ communicative social justice?

This study follows a qualitative methodology to explore the possibilities offered by school radio as an innovative ecosystem and literacy laboratory to promote pupils’ communicative social justice and enhance the development of pupils’ critical communicative competence. Two case studies (Stake, 2005) are used as a research approach to provide a more detailed description of the object of study. To carry out the case study, triangulation by methods was used, comparing the information obtained through participant observation in the first semester of 2021/2022 academic year, interviews and documentary review. In more detail, the techniques used were as follows: - Classroom observation: non-participant observation was carried out in 30 class sessions, 10 took place in the school classroom, 16 in the radio, 3 in the garden and 1 in the language laboratory. A journal was kept to systematise the experiences and then analyse the data. - Interviews: an in-depth interview was conducted with the teacher who carried out the educational experience in order to find out about relevant aspects of her educational practice. In these interviews, attention was paid to the dimensions of her teaching practice, but also to her biographical and personal experience. - Document analysis: Information was collected and analysed in different formats: Didactic programming of the subject (PDA), Educational project of the centre (PEC), General annual programming of the centre (PGAC), Project of Access to chairs formulated by the teacher (PAC). - Podcast Analysis of 40 episodes of 5 radio programs broadcasted on IVOOX) - Student and teacher anecdotal records, in which the perceptions and opinions about the innovation project in which they are involved are recorded. - Audio and video recordings of the educational practice analysed. The cases are framed within an innovative ecosystem taking as a reference the work carried out by the Telefónica Foundation (2014), in which we have identified eight main types of experiences: a) Authentic learning experience; b) Lifelong learning experience; c) Learning experience beyond the classroom; d) Challenge-based learning experience; e) Digital learning experience; f) Collaborative learning experience; g) C21 learning; and h) Active learning methodologies Similarly, the disruptive educational process was analysed taking as a starting point the modes of learning proposed by Thieu Besselink in his article "Choreography of Learning (2013)" to analyse the different learning and its processes: Transfer, Experimentation, Reflection, and Searching.

The projects analysed highlight the need for language education and CL to train competent interpreters and creators in different media and cultural devices, broadening the frameworks of social justice and sensitivity to diversity. This is important in global contexts mediated by communication technologies, where there are inequalities in pupils' communicative competence and ability to integrate into society and the workplace. An educational and curricular approach to CL involves thinking about communicative competence beyond the literary canon and the thematic orthodoxy of official curricula to address cultural diversity and socio-economic inequalities in terms of linguistic justice. School radio, as an innovative ecosystem, serves as a tool for the development of CL and communicative social justice. It also functions as an educational resource that brings pupils closer to their reality and context and becomes an instrument of social justice by allowing them to see the world from multiple perspectives. In this sense, the use of school radio serves as a transversal vehicle for the development of CL as a promoter of communicative social justice in pupils through the cultural and diverse recognition of the environment to promote equality and equity; the re(distribution) of essential and democratic knowledge for the development of a fairer society; and social and active participation in decision-making to intervene critically in the solutions to social problems. In this way, it seeks to ensure that pupils can critically interpret their social environment and at the same time participate in the teaching-learning process.

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