Las Voces del Alumnado para el Avance de la Educación Inclusiva: Acciones Colectivas a través de Investigaciones en España e Inglaterra

This article presents two research experiences linked to primary education contexts in Spain and England, involving students whose voices support the advancement of inclusive education.The aim is to draw practical lessons that may promote more participatory forms of research which actively involve students throughout the entire research process.In Spain, a biographical-narrative study constructed a polyphonic life history of a primary school teacher through the voices of her former students, revealing the motives underpinning the teacher's commitment to inclusion and fostering the analysis of educational practices.In England, Participatory Action Research (PAR) engaged primary students and teachers in collaborative dialogue, empowering students as researchers to explore and transform their schools' teaching and learning.Both approaches position students as active producers of knowledge and encourage critical reflection on research methods, accessibility, and inclusivity within the research process itself.The lessons learnt may contribute to fostering more inclusive school environments and to rethinking more inclusive ways of conducting research with students and their schools across all stages, from topic selection to the dissemination of results.