La dimensión pedagógica de la equidad en educación superior

Abstract

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.

Estudiar en prisión: la situación actual de las mujeres en contextos penitenciarios españoles

“…Esto implica, entonces, como se muestra en la Tabla Nº 3, que la dificultad para retomar los estudios dentro de la prisión depende, a su vez, del momento, más o menos temprano, en el que abandonan los estudios. En cualquier caso, estos datos no deberían enfocarse, en ninguna circunstancia, para minusvalorar la responsabilidad del sistema penitenciario para favorecer la participación de las internas en estos niveles de enseñanza y, por tanto, para beneficiarse de los efectos educativos del estudio (Silva, 2020;Touriñán, 2019;Bárcena, 2019).…”

Emergency University Teaching in the COVID-19 Health Crisis

“…From this point of view, it is essential that the principles of equity, inclusion, relevance, pertinence (given by the context or territory) and social justice can guide us in the crisis. The equity approach to social inclusion recognizes the existence of social fragmentation, discrimination of groups and the homogenizing nature of traditional institutional and academic cultures (Silva, 2020). What is interesting about this approach is its political nature, which demands the transformation of structures to reverse exclusion processes and places the recognition of differences at the center, emphasizing the right to learn (Yuni et al, 2014).…”

“…In this sense, an equity pedagogy constitutes a dialogic process among all actors, recognizing their differences in order to reverse accumulated educational and social exclusions; even more so in contexts of global crisis, as these differences are exacerbated for the least favored groups.This is not reduced to specific techniques for improving teaching; it points to a process that involves a human, pedagogical and political sense that leads us to question and reflect on the rigid structures of institutions and how power relations are exercised to perpetuate inequalities. The experience of this health crisis should lead us to the conviction that equity in higher education, pre and post pandemic, requires priority attention, since, despite the expansion of access to higher education, there are still significant inequalities in exercising the right to education (Silva, 2020).…”

Políticas educativas de privatización en España y su impacto en la equidad

“…Entendemos por equidad la justicia con igualdad (Dubet, 2011), que tiene una importancia estratégica para transformar las desigualdades de clase, género y raza desde la formulación de políticas basadas en un rol del Estado, la educación que garantiza el bienestar, combatiendo la vulnerabilidad, la dependencia y la dominación (Rosanvallon, 2012) y en una noción del cambio social inclusiva y plural que refleja que en la escuela viven alumnos y alumnas plurales y diversos. El concepto de equidad también plantea una polarización conceptual (Clarke, 2014), que desde los últimos 30 años se convierte en un recurso retórico compatible con la competitividad educativa, una política de resultados estandarizada y la elección de centro (Fernández-Pavlovich, 2019;Silva, 2020).…”