Negotiating Contestations and ‘Chaotic Conceptions’: Engaging ‘Non-Traditional’ Students in Higher Education

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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Collette Snowden, Sally Lewis, Mixed Messages: Public Communication About Higher Education and Non-traditional Students in Australia (Rozbieżne komunikaty: publiczna dyskusja na temat szkolnictwa wyższego a nietypowi studenci w Australii), „Higher Education” 2015, vol. 70, iss. 3 (opr. Monika Kotowska-Lewińska)

Studia Prawa Publicznego ◽

10.14746/stpp.2016.1.13.11 ◽

2018 ◽

pp. 172-173

Author(s):

Monika Kotowska-Lewińska

Keyword(s):

Higher Education ◽

Traditional Students ◽

Public Communication ◽

Non Traditional Students ◽

Mixed Messages

Collette Snowden, Sally Lewis, Mixed Messages: Public Communication About Higher Education and Non-traditional Students in Australia (Rozbieżne komunikaty: publiczna dyskusja na temat szkolnictwa wyższego a nietypowi studenci w Australii), „Higher Education” 2015, vol. 70, iss. 3 (opr. Monika Kotowska-Lewińska)

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Non-Traditional Students in Higher Education

Accessibility and Diversity in the 21st Century University - Advances in Higher Education and Professional Development ◽

10.4018/978-1-7998-2783-2.ch014 ◽

2020 ◽

pp. 264-279

Author(s):

Carlene Buchanan

Keyword(s):

Higher Education ◽

Degree Attainment ◽

Critical Role ◽

Traditional Students ◽

Self Directed Learning ◽

Policies And Procedures ◽

Directed Learning ◽

Non Traditional Students ◽

Dispositional Barriers ◽

Education Administrators

The purpose of this qualitative study is to investigate the barriers that non-traditional students (defined as over 40) face in self-directing their own learning and the strategies they develop to succeed. First established are the main elements that define non-traditional students, and the critical role that self-directed learning plays in their complicated educational journey towards degree attainment. The author then analyzes firsthand accounts and triangulates the findings with seminal research, which confirm that institutional, situational, and dispositional barriers in higher education pose serious difficulties to non-traditional students. Among the strategies for self-directing their learning in order to mitigate barriers and achieve success are setting attainable goals, seeking support, staying informed, remaining positive and focused when challenged, and planning. The chapter concludes with recommendations for higher education administrators regarding policies and procedures relative to non-traditional students and diversity in 21st-century education.

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