Sharing Words may be an example of a new way of writing about educational theory and practice, one that results in a captivating and enjoyable experience that invites the reader to share and comment with colleagues, students, and friends.

This monograph analyses and describes successful educational actions with a specific focus on vulnerable groups (i.e. youth, migrants, cultural groups e.g. Roma, women, and people with disabilities). Concrete data that shows success in school performance in subject matters such as math or language will be provided, as well as children, teachers and families accounts of the impact of this success. Alongside, there is an analysis of the relationship between these children's educational performance with their inclusion or exclusion from different areas of society (i.e. housing, health, employment, and social and political participation). Many studies have already diagnosed and described the causes of educational and social exclusion of these vulnerable groups. This monograph, however, provides solutions, that is, actions for success identified through the INCLUD-ED project, thus providing both, contrasted data and solid theoretical background and development. Some examples of these actions are interactive groups (or heterogeneous grouping in the classroom with reorganisation of human resources), extension of the learning time, homework clubs, tutored libraries, family and community educative participation, family education, or dialogic literary gatherings. All these actions have been defined as successful educational actions, which mean that they lead to both efficiency and equity. Finally, recommendations for policy and practice are included and discussed.

Contemporary Sociological Theory is an atypical book, in that it is the expression of a sociology that is oriented toward praxis as well as being active. It combines rigorous research with facts, including the intention for a dialogical utopia. Is something like this possible? - the professional sociologist asks, smiling mockingly, denying the possibility. But this broad intention is presented in the book, joining theory with critique and empirical research with praxis, in such a charming way that it grabs its readers and captures them under its spell. To whom is this book addressed? Clearly it is to sociology students, but it also has the objective of reaching those who do not plan on studying sociology. It is especially appropriate for social movements, which the book tries to involve in a theoretical dialogue, to be used to strengthen their daily struggles. If it were true that social movements need more theory in order to increase their capacity for political action, this book would imply an essential conclusion to this end. (From the Preface by Ulrich Beck)