García Carrión, RocíoVillardón Gallego, LourdesMartínez de la Hidalga, ZoeMarauri Ceballos, Jesús2024-11-062024-11-062020-10García-Carrión, R., Villardón-Gallego, L., Martínez-de-la-Hidalga, Z., & Marauri, J. (2020). Exploring the impact of dialogic literary gatherings on students’ relationships with a communicative approach. Qualitative Inquiry, 26(8-9), 996-1002. https://doi.org/10.1177/10778004209388791552-756510.1177/1077800420938879https://hdl.handle.net/20.500.14454/1668Taking a communicative approach in a qualitative inquiry entails including people’s voices through dialogues that are egalitarian and oriented toward transformation. This approach aligns with the transformative paradigm in the pursuit of ensuring the inclusion of the most vulnerable groups. This article explores the role of the communicative approach when conducting a case study in an elementary school to study the impact of dialogic literary gatherings (DLGs) on students’ relationships, particularly for those students most at risk of being marginalized. For that purpose, dialogic encounters with teachers and students occurred in the school to jointly develop the research. During the DLGs, researchers engaged in egalitarian dialogues with the students, and these dialogues facilitated getting to know each other and building relationships of trust. The communicative approach in this study allowed us to establish a profound dialogue with 9-year-old girls to grasp the transformative impact they experienced in their relationships with others. Students’ voices are considered essential in communicative research to provide socially useful results and to measure transformative social impacts beyond the educational establishmenteng© The Author(s) 2020Communicative approachDialogic literary gatheringsQualitative inquirySocial impactjournal article2024-11-06