This paper is based on the research project "Socio-educational successful actions to overcome poverty" (2012-2014) (National Plan of research and development of Spain. Ministry of Economy and Competitiveness 2008-2011). Its general aim is to provide new scientific knowledge to generate social change for overcoming poverty in excluded neighborhoods, through the implementation of socio-educational actions. For this purpose, the project will identify successful actions that can help communities to overcome poverty and social exclusion, as a way to provide orientations for the development of public policies that may contribute to overcoming poverty in Spain. The project’s frame of reference rests on the results of INCLUD-ED: Strategies for Inclusion and Social Cohesion in Europe from Education (2006-2011), Integrated Project of research within the 6th Framework Programme of the European Commission. INCLUD-ED studied how processes of exclusion/inclusion in education enable or hinder social inclusion in different social areas, such as employment, housing, health and political participation, specially for the most vulnerable groups. From its analysis at the European level, INCLUD-ED found that social inclusion can be promoted through education based on the implementation of integrative successful actions. Based on this evidence, a research team composed by over fifteen researchers from nine Spanish universities is studying the implementation and results of such actions in the Spanish context.

The project is being developed in a context of deep concern about the increasing social inequalities (EAPN, 2012). Eurostat (2012) notes that in 2011 the percentage of population at risk of poverty and exclusion (measured in Europe through AROPE indicator), reached the 24.2% (119.2 million). The current financial and economic crisis that affects the European Union has worsened this tendency. In Spain, the increase of social inequalities is particularly intense (EAPN, 2012). Eurostat (2012) warns that Spain, together with Romania and Bulgaria, has the highest percentage of population at risk of poverty (22%). Given this, it is crucial to promote research approaches on education that contribute to reverse this trend, by the identification of effective actions integrating education and other social areas which promote social participation of the most vulnerable groups in society (Valls & Padrós, 2011) and therefore social justice.

The three-year project (2012-2014) is divided into three different stages. First, an exhaustive literature review, including peer-reviewed papers, reports and other relevant documentation regarding innovative successful socio-educational actions that have demonstrated positive impact reducing poverty and improving the living standards of communities at risk of social exclusion. Second, a case study is being conducted, in a specific deprived neighborhood which has undertaken a process of transformation. This case study will provide evidence regarding integrative successful actions to achieve social inclusion in different social areas. Finally, we will study the transferability of those successful socio-educational actions into the policymaking processes in order to extend evidence-based social innovation and creativity by developing policies and scale them up to other contexts as a way to effectively address poverty and exclusion and improve social justice.

Council of the European Union. (2010). Council conclusions of 11 May 2010 on the social dimension of education and training. Retrieved from: http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2010:135:0002:0007:EN:PDF EAPN. (2012). Las cifras de pobreza y exclusión social en España de cara a Europa 2020 [Figures on poverty and social exclusion in Spain towards Europe 2020]. Retrieved from: http://www.eapn.es/ARCHIVO/documentos/recursos/1/1030_pobreza_exclusion_espana.pdf European Council (2010). Europe 2020: A European strategy for smart, sustainable and inclusive growth. Eurostat (2012). At risk of poverty or social exclusion in the EU27. Retrieved from: http://europa.eu/rapid/press-release_STAT-12-21_en.htm Flecha, A. ; Garcia, R. ; Gomez, A.; Latorre, A. (2009). Participation in succesful schools: A comunicative research study from the Include-ed Project. Cultura y Educación, 21 (2), 183- 196. Gómez, A., Puigvert, L. & Flecha R. (2011). Critical Communicative Methodology: Informing real social transformation through research. Qualitative Inquiry, 17 (3), 235-245. Gómez, A., Racionero, S. & Sordé, T. (2010). Ten Years of Critical Communicative Methodology. International Review of Qualitative Research, 3(1), 17–44. Gómez, J., Latorre, A., Sánchez, M., & Flecha, R. (2006). Metodología comunicativa crítica. [Critical Communicative Methology] Barcelona: Hipatia. INCLUD-ED Consortium (2009). Educational success in Europe. Bruselas: European Commission. Directorate General for Research. Sen, A. (2000). Development as Freedom. New York: Anchor Books. UNESCO (2010). EFA Global Monitoring Report: Reaching the marginalized. Valls, R. & Padrós, M. (2011). Using Dialogic Research to Overcome Poverty: from principles to action. European Journal of Education, 46(2), 173–183.