Young Chileans entering university through inclusion quotas: Linking their funds of knowledge and identity to higher education

This paper reports a narrative investigation of ten students who entered education,health and social sciences careers in a Chilean university. The context of the study isrelated to the accelerated increase, in the last 30 years, of the enrollment of lowerclass.students in higher education in Chile and the challenges of equity. The background discusses the traditional training and academic support strategy with these students, before and throughout university, based on a deficit perspective. This study seeks to bond funds of knowledge and identity with narrative methods and the conceptualization of diverse capital forms, in order to propose a notion of recognition and social justice, considering the potentialities of these students at the university.Interactions between these young students adversities, support and achievements are analyzed to identify the learnings and skills acquired in their biographies, as capital forms that challenge changes and transformations at higher education in terms of Access and admission policies, curriculum and study plan reforms, transformation of teaching and pedagogical challenges and institutional support and a culture of recognition.