Visit Shere Rom web: https://webs.uab.cat/shererom/
The Shere Rom project is a design-based longitudinal research based on the Fifth Dimension model, developed by Michael Cole and the Laboratory of Comparative Human Cognition at the University of California. It consists of the development of inter-institutional, intergenerational and intercultural educational communities that promote collaborative learning by connecting school practice with community practice. The experience is subject to a process of design, negotiation and constant evaluation, responding to elements of the historical-cultural approach of Psychology: historicity, multivocality (multiplicity of voices), the collaborative nature, the appropriateness by actors with different motives, narrative structure, and fostering agency through authorship.
The experience began in 1998, as a result of the collaboration between the DEHISI Research Group and a Roma association, which together created the Shere Rom House, a learning space for boys and girls in the gypsy community of Sant Roc. In 2002 the project is also implemented within the school and, since then, it has been carried out in eight schools of infant and primary education, three institutes of secondary education, three Roma associations, a civic center. and a public library in the cities of Barcelona, Badalona and El Prat de Llobregat. In 2006 it received the support of the Municipal Council of the Gypsy People, which allowed its development with funding from Barcelona City Council.
Since 2017, it has been carried out at the Institut Escola el Til·ler, located in the Bon Pastor district of Barcelona, with three lines of participatory research-action, combining educational innovation, university service learning and collaborative research.
- The development of a Knowledge Fund methodology with Early Childhood Education teachers, which involves collaboration with families to build bridges between home and school practices, incorporating family and community cultures into the school curriculum.
- The articulation of activities in primary education, based on the collaboration between university students and primary school students, and aimed at developing their agency through the construction of digital narratives that are articulated with the l teacher tutorial action.
The implementation of a new methodology by which the Identity Funds of secondary school students are identified, also in collaboration with university students, for their incorporation in the curricular practice and the processes of educational guidance.
A social-educational action funded by the 
A Service Learning program of the 
An action-research project of the research Group 
Selected texts:
Zhang-Yu, C., Camps-Orfila, S., Lalueza, J.L., García-Díaz, S., & Viñas, D.(2022). Procesos de Cambio Educativo en Contextos de Segregación Escolar: una Investigación Basada en el Diseño. Psicoperpectivas 21(1) https://dx.doi.org/10.5027/psicoperspectivas-vol21-issue1-fulltext-2544
Walker, D., Lalueza, J.L., Marín-Suazo, C., & VanBeek, E. (2021). Developing the Imagination Within Funds of Identity: Insights from Translocal Youth Radio. Mind, Culture and Activity. https://doi.org/10.1080/10749039.2020.1863428
Zhang-Yu, C., García-Díaz, S., García-Romero, D., & Lalueza, J.L. (2021). Funds of identity and self-exploration through artistic creation: addressing the voices of youth. Mind, Culture, and Activity 28(2), 138-151 https://doi.org/10.1080/10749039.2020.1760300
Lalueza, J.L. & Macías-Gómez-Estern, B. (2020): Border crossing. A service-learning approach based on transformative learning and cultural-historical psychology (Cruzando la frontera. Una aproximación al aprendizaje Servicio desde elaprendizaje transformativo y la psicología histórico-cultural), Culture and Education, 32(3), 556-582 https://doi.org/10.1080/11356405.2020.1792755
Lalueza, J.L., Sánchez-Busqués, S., & García-Romero, D. (2020). Following the trail of the 5th Dimension: University-community partnership to design educational environments. Mind, Culture & Activity 27(2), 132-139. https://doi.org/10.1080/10749039.2019.1611859
Lamas, M., Sánchez-Busqués, S., & Lalueza, J.L. (2020). Changes in school through a long-term project of action research. Building bridges between school practice and Roma communities. Educational Action Research, 28(1), 22-37 https://doi.org/10.1080/09650792.2018.1509721
Lalueza. J.L., Zhang-Yu, C., García-Díaz, S., Camps-Orfila, S., & García-Romero, D. (2019). Fondos de Identidad y el tercer espacio. Una estrategia de legitimación cultural y diálogo para la escuela intercultural. Estudios Pedagógicos 45(1), 61-81 https://dx.doi.org/10.4067/S0718-07052019000100061
Lalueza, J.L., Sánchez-Busqués, S., & Padrós, M. (2016). Creando vínculos entre Universidad y Comunidad: el proyecto Shere Rom, una experiencia de aprendizaje servicio en la Facultad de Psicología de la Universitat Autònoma de Barcelona. RIDAS. Revista Iberoamericana de Aprendizaje Servicio, 2, 33-69 https://revistes.ub.edu/index.php/RIDAS/article/view/RIDAS2016.2.3
Padrós, M., Sánchez-Busqués, S., Lalueza, J. L., & Crespo, I. (2014). The Shere Rom Project: Looking for alternatives to the educational exclusion of Roma. International Journal for Research on Extended Education, 2(2), 46–62. https://www.budrich-journals.de/index.php/IJREE/article/view/19546
Crespo, I., Lalueza, J. L., Lamas, M., Padrós, M., & Sánchez-Busqués, S., (2014). El proyecto Shere Rom. Fundamentos de una comunidad de prácticas para la inclusión educativa. Psicología, Conocimiento y Sociedad, 4(2), 138–162. https://revista.psico.edu.uy/index.php/revpsicologia/article/view/221