The analysis of educational practices in higher education shows how academic discourses and practices have traditionally excluded the experiences of certain groups. As persons who hold multiple identities and have experienced the consequences of those practices, the authors of this chapter proposed how an intersectional approach may be used as a tool for addressing social inequalities and promoting social transformation by considering the people’s experiences as shaped by their multiple simultaneous identities and the power structures they are exposed to. A research-action project in the University of Salamanca was conducted in order to implement an intersectional approach as a competency for the analysis of social inequalities in a set of social sciences degrees. Based on the assessment and reflections of the professors involved, some guidelines for the implementation of such an approach for educational transformation are proposed.