In this article I conceptualize and explore the pedagogical dimension of equity in higher education and its strategic importance for addressing the inequalities that persist despite policies put in place worldwide to expand opportunities. I draw upon an understanding of integral equity, which aligns with social inclusion for participation and empowerment. The pedagogical dimensión of equity, rooted in critical pedagogies, student-centered capacity and education, encompasses inclusive and dialogic educational processes to strengthen the agency of non-traditional students, both to learn and to resist educational and social exclusions. This dimension is key to optimize access, and to expand strategies for, and reduce the failures experienced by, non-traditional students, as evidenced in an analysis of innovative practices presented in this article. Creating a new paradigm is a challenge, a cultural change that requires multidimensional policies and actions at the macro and micro social levels. Thus, initiatives are more promising when they incorpórate the collective action of university communities committed to social justice.
Entering Higher Education After 30: What Can Be Learned from Biographical Narratives of Non-Traditional Students
