Co-Creating Social Impact: Dialogues Between Policymakers, Practitioners, and the “Other Women” for Sustainable Development
Abstract
1. Introduction
2. Theoretical Framework: Dialogic Feminism and the Inclusion of the “Other Women”
3. Materials and Methods
3.1. Research Questions
3.2. Data Collection
3.3. Datala Analysis
4. Results
4.1. Focus on the Inclusion of Women Not Yet Involved, Co-Creating Spaces of Dialogue and Decision-Making with Them
4.1.1. The Inclusion of Moroccan Immigrant Mothers in an Urban Elementary School
Well, and when we started this whole process over time, we saw that it was (always) the same families who participated and that there was a group of mothers who were outside and who did not make the step. Then, one day it was Marisa (Head of Studies) who came out to them and said, “let’s see, now that you’re here, why don’t you come in” and they told her “It’s just that since we don’t know the language we don’t want to, we don’t know what…, if we do, we’re not going to do it right".(W_Pro1)
- Impact on The Women Themselves
And we told the mums, if you come with 8 of you, we can make up a group; and the week after we had 8 mothers that wanted to learn Spanish. And over time, the word spread, and more mothers wanted to come who were not from the school.(W_Pro1)
- Impact on Their Families
At the beginning, when his mum still did not participate, he didn’t like that family members of other children in the school entered the classroom (as part of their volunteer participation in the educational actions implemented in the school). This changed immediately when his mother started to attend school for the Spanish classes and because she took part in other school activities. The typical (boy) who did not like that parents are around in school. But she (his mother) used to come every day. We started telling her: “We will tell your son that you came”. And then we would tell him: “Jamal, your mother came”. (He) says: “I already did my homework with her”, you see, he changed all the way by seeing his mother here. He was more in class, was more attentive, had another relationship with us also because we are helping his mother. He gave it such importance (to the fact that) his mother was here, but really much and when they would walk the halls, it was like “what a pride”.(W_Pro1)
Because he spoke different to us, before we were the body that ruled over him, made him behave properly and now we were the people who were helping his mother learn Spanish. He gave a different value to us; he saw us differently. We were no longer the teachers who wanted to teach him or tell him “You can’t do that”. For him, we were another type of people, he saw us differently. His perspective towards us changed. The last day of Sixth (last year of primary education), he was the last one to leave through that door, and he made us all cry. Well, it was super emotional, and the mother was the same; the mother was saying, “Can I continue coming?”. We had never seen him so moved, and he said: “It’s that I don’t want to leave, I don’t want school to end”. It was very beautiful.(W_Pro1)
The mother very fast started to speak Spanish very well, but the father not, and the daughter would say to Marisa (the Head teacher): “Marisa, you will convince my father to come to the Spanish lessons” (…) That is, it’s that this changes people’s lives, those of the ones who come to class, but it also has an impact on the children because children that their families are coming to school, that they care.(W_Pro1)
She explained (in the roundtable at the Conference) that she didn’t participate in the school because she did not know the language. She says: “I started to participate because I learnt Spanish there. I’m encouraged now, and I’m attending (other official language) classes as well”, she says, “and I can help my daughters”. Well, this is very thrilling for me (the Principal shows emotion in her voice, expression, and shiny eyes when explaining it). The mother says, “I can help my daughters and read with them”. The daughter (one of them) was seating next to her looking at her like “wow, my mother is here talking to all these people about how she learns” I mean, that moment…Well, all of us in the audience had tears in our eyes because it was super emotional. It’s like these girls see that their mother is not only at home but also does other things. Then we talk to that mum, and she said, “Next year, I will also be in the AFA (Association of Families of Students).”(I_W_Pro1)
4.1.2. The Inclusion of Moroccan Immigrant Mothers in a Rural School
- Impact on The Women Themselves
The mutual support group is above all for the Muslim families. As they have been empowering themselves, they have wanted to develop their linguistic capacity more also, right? So the mutual support group is a group of people in constant contact with the most vulnerable groups and they facilitate whatever they need, for instance, the language, well then [they (the people in the group)] have conversations with them for them to learn the language, to practice the language, but also to talk about issues that are of interest to them about going shopping, or manage [administrative] papers, how to fill in a job questionnaire, how to get to know the Spanish educational system for them to better choose what is best for their children, and this way they do not conform to low expectations when their high-school tells them that their children need to attend CP [this is a certification that children who do not attend high school] etc. And, especially, so that when they come to the meetings there is always someone looking after them for if they understand or not, they can be next to them, translating them, or telling everything slowly, they tell beforehand or telling them beforehand.(M_Pro2)
- Impact on The Community
The school is a hive of people at the start in the morning and the end in the afternoon; a lot of community is generated at the school’s entrance. However, before, these women were not confident enough to enter the school, or they did not enter alone (the Muslim mothers), but they always entered two at a time or three at a time; they waited for each other at the gate. Just from that moment on, they entered with whomever; that is, it was not necessary anymore to wait for a Muslim mother, but they entered with anyone in a very natural conversation. There was no border anymore. That border had been overcome.(M_Pro2)
4.1.3. The Inclusion of Roma Women in a Dialogic Space of the Public Administration
- Impact on Women and The Community
What is done there is to ask her what she wants to do, how she is, to complement in her story what she has not put in the complaint because sometimes it is not the same to write something alone than with someone who looks at you and listens to you.(W_Po1)
4.2. The Commitment of Practitioners and Policymakers to Implement Actions Based on Scientific Evidence of Social Impact
4.2.1. Non–Academic Women and the Implementation of a Dialogic Literary Gathering in Their Primary Health Center and Decision-Making Dialogic Spaces in the Community Development Plan
- Impact on The Community
We (the community health team) have to be able to open ourselves up and let the very population, our very users, our citizens, our community, the one who enters and is themselves self-able to generate health, let’s try it (…) And also, cost-benefit, as I work in issues of management (…) and community health is essential for us to gather evidence and that the activities are transferable to any spaces and are not costly. The DLG is all of that, and the evidence is that they held on even during the pandemic period, and they are still there.(W_Pro4)
They are involved because they are invited to the commissions or if there is an assembly. We invite them, above all, into the decision-making spaces. Also, in the Assembly, which is the more decision-making space, we invited all the women, and it is them who talked; they are the ones who explained. (…) As coordinator, I do not make any decisions. I simply ask what do you think? We have this proposal, let’s meet up and discuss it? What do we do?(W_Pro3)
4.2.2. Non–Academic and Immigrant Women, the Implementation of a Dialogic Literary Gatherings in Their Children Elementary School
- Impact on Women Themselves
She has participated in Dialogic Literary Gatherings for adults, and I think there is a before and after for her. Now, she is starting to join Interactive Groups because she used to be very scared of coming to help her children. Because she couldn’t speak, she was ashamed of admitting that she couldn’t read…and moreover, she has three children (…), and now she is determined to come and help. She says, “Yes, on Friday afternoon I can. I will go to participate. I’m scared, but I will come”. This mother would not have participated in her children’s education if she had not come to the Dialogic Literary Gathering for adults. For her, it was breaking the barrier and being able to sit on equal terms with people who had studied at the University and who, not necessarily with teachers, were people with a different profile and who treated her with the same respect that perhaps many times they, I think, don’t feel in the street.(W_Pra5)
4.2.3. Policymakers in Local, Regional and National Public Administrations Promoting with the “Other Women” Dialogic Gatherings and Other SEAs
I have been participating from the point of view of an advisor, right? (…) So, I have participated with the women, helping to conduct dialogic gatherings with women, particularly with the ones who I have participated in the most, the Roma women.(W_Po2)
- Impact on Women and Their Families
A case in second grade with a student with behavior problems and confrontation between the school and the family (…). The school started doing Interactive Groups, and the mother was invited to participate. Her attitude changed entirely regarding the school, and only within one session was it possible to establish a suitable dialogue with her.(W_Po2)
The children were in the classrooms while the teachers were being trained in the school. Then, people from the community were invited to take part in the training (…) In this way, the door was opened to people from the community to take part in the process from the beginning. I remember that from the Ministry we took part sometimes in the training and other times as volunteers in the classrooms with the children were taken care of with the tasks that the teachers had left prepared.(W_Po3)
Of course, when the Interactive Groups were put into practice, the schools were open to the families’ participation. The results improved in both schools, and the external tests [the official assessment tests] improved.(W_Po3)
- Impact on The Community
The City Council organized the meetings of the March 8 Commission. One or two representatives of each women’s commission in the city’s neighborhoods would come. These meetings only transmitted information, but there was no space for dialogue. Therefore, I strongly encourage this space to be more dialogic and not only for receiving information.(W_Po4)
So, we organized the dialogic gatherings because they (the City Council) agreed that the meetings should be more participatory (…). The idea was not only to be on the district premises where the Commission meetings were held but also to go to different places in the city. We have been doing the dialogic gatherings in hairdressing salons, in some bars, and in some bookstores as well, always very alternative places all over the city. This caused a much greater diversity of women to participate.(W_Po4)
When I was already Councilor for Gender Equality and Enterprise, I promoted a space for Dialogic Gatherings with immigrant women. We even met during COVID-19 times when going out in the street was possible. We met at tables with chairs that we set up in the park. Young women between 18 and 20 years of age participated, but also women of 44 or 46 years of age.(W_Po4)
5. Discussion
6. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Code | Profiles | Social and Educational Actions |
---|---|---|
W_Po1 | Director (she), non-discrimination office, regional government | Dialogic space with migrant and Roma women |
W_Po2 | Educational advisor (she), regional government | Dialogic Gatherings |
W_Po3 | Educational advisor (she), national government | Dialogic Gatherings, Educative participation of families |
W_Po4 | Former Deputy Mayor and Councillor for Gender Equality and Enterprise (she), urban area | Dialogic Gatherings |
W_Pra1 | Principal (she), elementary school, urban area | Dialogic Gatherings, Educative participation of families |
M_Pra2 | Director (he), rural school | Educative participation |
W_Pra3 | Educator and coordinator (she), community development plan, urban area | Dialogic Gatherings, Educative participation of families |
W_Pra4 | Doctor and Director (she), community health centre, urban area | Dialogic Gatherings |
W_Pra5 | Principal (she), elementary school, urban area | Dialogic Gatherings, Educative participation of families, Interactive Groups |
Main Theme/Code | Subcategory/Code | Description | Example Quote |
---|---|---|---|
Inclusion of other women’ in co-creation processes (1) | Moroccan mothers (urban school) (1.1) | Participation in Spanish classes and school activities; overcoming language barriers | We told the mums, if you come with 8 of you, we can make up a group; and the week after we had 8 mothers… |
Moroccan mothers (rural school) (1.2) | Creation of mutual support groups; intercultural dialogue | The self-support group is above all for the Muslim families. As they have been empowering themselves… | |
Roma women (public administration dialogic space) (1.3) | Access to complaints and support services; empowerment through trusted spaces | What is done there is to ask her what she wants to do, how she is, to complement in her story… | |
Social impact of co-created actions (2) | Empowerment and well-being (non-academic women) (2.1) | Increased self-confidence, language acquisition, and active participation | She explained in the roundtable at the Conference that she didn’t participate in the school because… |
Impact on children (2.2) | Improved motivation for learning, better school climate, enhanced family-school relationships | He changed all the way by seeing his mother here. He was more in class, was more attentive… | |
Impact on families (2.3) | Parents supporting children’s learning, improved family learning interactions | I already did my homework with her… he changed all the way by seeing his mother here. | |
Impact on the community (2.4) | Broader participation, community mobilization, new roles for women, support for newcomers | That moment… all of us in the audience had tears in our eyes because it was super emotional… | |
Intercultural solidarity (2.5) | Muslim and non-Muslim families supporting each other, translation, inclusion | They facilitate whatever they need, for instance, the language… but also to talk about issues that are of interest to them… | |
Commitment to actions based on scientific evidence of social impact (3) | Dialogic Literary Gatherings (DLGs) in health/community centers (3.1) | Implementation of DLGs to improve well-being and mental health | The DLG is all of that, and the evidence is that they held on even during the pandemic period… |
Decision-making spaces in community development (3.2) | Involvement of non-academic women in assemblies and commissions | We invite them, above all, in the decision-making spaces. Also, in the Assembly, which is the more decision-making space… | |
Policymakers promoting SEAs with ‘other women’ (3.3) | Inclusion of non-academic women in policy design and implementation | I have participated with the women, helping to conduct dialogic gatherings with women, particularly with the ones who I have participated in the most, the Roma women. | |
Transformation of institutional practices (4) | School-family relationships (4.1) | Shift from hierarchical to collaborative relationships | We were no longer the teachers who wanted to teach him or tell him ‘You can’t do that’. For him, we were another type of people… |
Community engagement (4.2) | New spaces for dialogue in everyday settings (hair salons, cafés, etc.) | We have been doing the dialogic gatherings in hairdressing salons, in some bars, and in some bookstores as well… | |
Employability and civic participation (4.3) | Women becoming cultural mediators, joining family associations, and participating in public events | Many of the women who participated in these gatherings are now employed as cultural mediators in public schools across the city. |
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Share and Cite
Crespo-López, A.; Ramis-Salas, M.; Ruiz-Eugenio, L.; De Botton, L.; Elboj, C.; Valls-Carol, R.; Soler-Gallart, M. Co-Creating Social Impact: Dialogues Between Policymakers, Practitioners, and the “Other Women” for Sustainable Development. Sustainability 2025, 17, 8947. https://doi.org/10.3390/su17198947
Crespo-López A, Ramis-Salas M, Ruiz-Eugenio L, De Botton L, Elboj C, Valls-Carol R, Soler-Gallart M. Co-Creating Social Impact: Dialogues Between Policymakers, Practitioners, and the “Other Women” for Sustainable Development. Sustainability. 2025; 17(19):8947. https://doi.org/10.3390/su17198947
Chicago/Turabian StyleCrespo-López, Alba, Mimar Ramis-Salas, Laura Ruiz-Eugenio, Lena De Botton, Carmen Elboj, Rosa Valls-Carol, and Marta Soler-Gallart. 2025. "Co-Creating Social Impact: Dialogues Between Policymakers, Practitioners, and the “Other Women” for Sustainable Development" Sustainability 17, no. 19: 8947. https://doi.org/10.3390/su17198947
APA StyleCrespo-López, A., Ramis-Salas, M., Ruiz-Eugenio, L., De Botton, L., Elboj, C., Valls-Carol, R., & Soler-Gallart, M. (2025). Co-Creating Social Impact: Dialogues Between Policymakers, Practitioners, and the “Other Women” for Sustainable Development. Sustainability, 17(19), 8947. https://doi.org/10.3390/su17198947