Moliner Garcia, OdetLozano, JosefinaAguado Odina, María TeresaAmiama, Joxe2025-01-242025-01-242021-07-22Moliner, O., Lozano, J., Aguado, T., & Amiama, J. (2021). Building inclusive and democratic schools in Spain: strategies for mobilising knowledge on inclusive education through participatory action research. International Journal of Inclusive Education, 28(6), 705–722. https://doi.org/10.1080/13603116.2021.19566041360-3116 | eISSN 1464-5173https://doi.org/10.1080/13603116.2021.1956604https://hdl.handle.net/20.500.14468/25485This is the Accepted Manuscript of an article published by Taylor & Francis in "International Journal of Inclusive Education" on 2021, available online: https://doi.org/10.1080/13603116.2021.1956604 Este es el manuscrito aceptado de un artículo publicado por Taylor & Francis in "International Journal of Inclusive Education" en 2021, disponible en línea: https://doi.org/10.1080/13603116.2021.1956604This article presents the results of a research on transformation processes for creating more democratic and inclusive schools. Through a multiple case study of four Spanish schools, the authors analyse how the actors involved in participatory action research processes mobilise knowledge on inclusive education. The authors explore the strategies that favour said mobilisation when inclusive, democratic and community curricular practices are implemented. These practices are carried out in schools within the framework of Participatory Action Research (PAR) processes. The results show that collaborative and dialogical practices allow to question the pedagogical practices, and serve for linking contexts (school, territory and university) and mobilising the available knowledge (generate it, apply it, share it and disseminate it).eninfo:eu-repo/semantics/openAccess58 Pedagogíaartículoknowledge mobilisationinclusive educationdemocratic schoolsparticipatory action research