Difficulties and support in the transition to higher education for non-traditional students

2021 ◽  
Vol 26 (4) ◽  
pp. 410-441
Author(s):  
Ashley J.G. Gill
Keyword(s):  
Higher Education ◽  
Traditional Students ◽  
Transition To Higher Education ◽  
Non Traditional Students

scholarly journals Entering Higher Education After 30: What Can Be Learned from Biographical Narratives of Non-Traditional Students

2021 ◽  
Vol 25 (4) ◽  
pp. 115
Author(s):  
Leanete Thomas Dotta ◽  
Carlinda Leite ◽  
Amélia Lopes
Keyword(s):  
Higher Education ◽  
Traditional Students ◽  
Non Traditional Students

An exploration of on-line access by non-traditional students in higher education: A case study

2006 ◽  
Vol 26 (5) ◽  
pp. 409-415 ◽  
Author(s):  
Chris Dearnley ◽  
Ginny Dunn ◽  
Sue Watson
Keyword(s):  
Higher Education ◽  
Traditional Students ◽  
On Line ◽  
Non Traditional Students

scholarly journals La dimensión pedagógica de la equidad en educación superior

2020 ◽  
Vol 28 ◽  
pp. 46
Author(s):  
Marisol Silva
Keyword(s):  
Higher Education ◽  
Cultural Change ◽  
Social Inclusion ◽  
Traditional Students ◽  
New Paradigm ◽  
Student Centered ◽  
Educational Processes ◽  
University Communities ◽  
Critical Pedagogies ◽  
Non Traditional Students

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.

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