Alfredo J. Artiles
Dr. Artiles’ interdisciplinary scholarship examines the paradoxes of educational equity and their consequences in two contexts, namely disability intersections with other sociocultural differences (e.g., race, language, social class, gender) and the implementation of inclusive education across contexts and scales. His work also examines teacher learning for social justice. Artiles directs the Equity Alliance and was elected AERA Vice President of Division G. He is a member of the National Academy of Education (NAEd), an AERA Fellow, and a former Spencer Foundation/NAEd Postdoctoral Fellow. He served on the White House Advisory Commission on Educational Excellence for Hispanics and was a Fellow at Stanford’s Center for Advanced Study in the Behavioral Sciences. Awards include AERA Presidential Citation; AERA Review of Research Award; Mentoring Awards from AERA, The Spencer Foundation, and ASU; Honorary Professor at the University of Birmingham (UK); and the Palmer O. Johnson Award. Artiles edits the Teachers College Press book series “Disability, Culture, & Equity.” Recent publications: (with Schuelka, Johnstone, & Thomas) the SAGE Handbook on Inclusion and Diversity in Education; (with Allan), the 2017 World Yearbook of Education: Assessment inequalities (Routledge); NRC report Fostering the Development and Educational Success of Young Language Learners and Dual Language Learners (committee member); and (with Kozleski & Waitoller) Inclusive education: Examining equity on five continents (Harvard Education Press). He was named Distinguished Alumnus by the University of Virginia’s Curry School of Education Foundation.
Email Alfredo Artiles at: email@example.com
Schuelka, M., Johnstone, C., Thomas, G. & Artiles, A. J. (Eds.). (in press). The SAGE Handbook on Inclusion and Diversity in Education. Newbury Park, CA: Sage.
Allan, J., & Artiles, A. J. (Eds.). (2017). World Yearbook of Education 2017: Assessment inequalities. London: Routledge.
Werning, R., Artiles, A., Engelbrecht, P., Caballeros, M. Z., Hummel, M., & Rothe, A. (2016). Keeping the promise? Contextualizing inclusive education in developing countries. Bad Heilbrunn: Klinkhardt.
Artiles, A. J., Dorn, S., & Bal, A. (2016). Objects of protection, enduring nodes of difference: Disability intersections with “other” differences, 1916 – 2016. Review of Research in Education, 40, 777-820.
Skiba, R., Artiles, A. J., Kozleski, E. B., Losen, D., & Harry, B. (2016). Risks and consequences of over simplifying educational inequities: A response to Morgan et al. (2015). Educational Researcher, 45, 221-225.
Artiles, A. J., & Kozleski, E. B. (2016). Inclusive education’s promises and trajectories: Critical notes about future research on a venerable idea. Educational Policy Analysis Archives, 24(43). http://dx.doi.org/10.14507/
Artiles, A. J. (2015). Beyond responsiveness to identity badges: Future research on culture in disability and implications for RTI. Educational Review, 67(1), 1-22.
Cavendish, W., Artiles, A. J., & Harry, B. (2014). Tracking inequality: Does policy legitimize the racialization of disability? Multiple Voices, 14(2), 30-40.
Artiles, A. J. (2013). Untangling the racialization of disabilities: An intersectionality critique across disability models. DuBois Review, 10, 329-347.
Waitoller, F., & Artiles, A. J. (2013). A decade of professional development research for inclusive education: A literature review and notes for a sociocultural research program. Review of Educational Research, 83, 319-356.
Artiles, A. J. (2011). Toward an interdisciplinary understanding of educational equity and difference: The case of the racialization of ability. Educational Researcher, 40, 431-445.
Artiles, A. J., King Thorius, K., Bal, A., Neal, R., Waitoller, F., & Hernandez Saca, D. (2011). Beyond culture as group traits: Future learning disabilities ontology, epistemology, and inquiry on research knowledge use. Learning Disability Quarterly, 34, 167-179.
Artiles, A. J., Waitoller, F., & Neal, R. (2011). Grappling with the intersection of language and ability differences: Equity issues for Chicano/Latino students in special education. In R.R. Valencia (Ed.), Chicano school failure and success: Past, present, and future (3rd ed.) (pp. 213-234). London: Routledge/Falmer.
Sullivan, A., & Artiles, A. J. (2011). Theorizing racial inequity in special education: Applying structural inequity theory to disproportionality. Urban Education, 46, 1526-1552.
Artiles, A. J., & Kozleski, E. B. (2010). What counts as Response and Intervention in RTI? A sociocultural analysis. Psicothema, 22, 949-954.
Artiles, A, J., Bal, A., & King-Thorius, K. (2010). Back to the future: A critique of Response to Intervention’s social justice views. Theory into Practice, 49, 250-257.
Waitoller, F., Artiles, A. J., & Cheney, D. (2010). The miner’s canary: A review of overrepresentation research and explanations. The Journal of Special Education, 44, 29-49.
Artiles, A. J., Kozleski, E., Trent, S., Osher, D., & Ortiz, A. (2010). Justifying and explaining disproportionality, 1968-2008: A critique of underlying views of culture. Exceptional Children, 76, 279-299.
Arzubiaga, A., Artiles, A.J., King, K., & Harris-Murri, N. (2008). Beyond research on cultural minorities: Challenges and implications of research as situated cultural practice. Exceptional Children, 74, 309-327.
Artiles, A. J., Rueda, R., Salazar, J., & Higareda, I. (2005). Within-group diversity in minority disproportionate representation: English Language Learners in urban school districts. Exceptional Children, 71, 283-300.
Artiles, A. J. (2003). Special education’s changing identity: Paradoxes and dilemmas in views of culture and space. Harvard Educational Review, 73, 164-202.
Artiles, A.J. (1998). The dilemma of difference: Enriching the disproportionality discourse with theory and context. The Journal of Special Education, 32, 32-36.