This paper presents how community involvement and the daily participation of the “Other Women” (Puigvert, 2001)–women without an academic background who have traditionally been excluded from academic contexts– contribute to overcoming gender violence in primary schools. Some of the results showed in this paper are based on the work of Oliver, Soler and Flecha (2009) and others come from qualitative data from the analysis of primary schools, as part of two studies: an Integrated Project of the European 6th FP: INCLUD-ED, Strategies for Inclusion and Social Cohesion in Europe form Education and Prevention of Gender Violence in Educational Contexts, funded by the Catalan Women’s Institute. Results identified: a) the need to include the dimension of gender in the educational centres, the need of this centres to count on the participation of the community and, above all, of the other women, in the design and implementation of programmes to prevent gender violence; b) the participation based on an egalitarian dialog, in which the schools create the ideal conditions for spaces to raise in which the voices of all women are included, since these voices are efficient tools for the transformation of gender stereotypes and contribute to the overcoming of violence.