Alfredo J Artiles
Biographic Data
| ID | 206680 |
|---|---|
| NAME | Alfredo J Artiles |
| GIVEN NAMES | Alfredo J |
| FAMILY NAME | Artiles |
| SIGNATURE | ARTILES A J |
| AFFILIATIONS | Arizona State University |
| ORCID | 0000-0001-5772-0787 |
| VERIFIED | Yes |
| TOTAL WORKS | 34 |
| TOTAL CITATIONS | 314 |
| AUTHOR COUNT | 34 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1992 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 10 |
Beyond Static Markers in Disproportionality Research: Studying Emotional/Behavioral Disorders in Cultural and Historical Contexts
Racialized and historically produced disparities and disproportionalities in emotional/behavioral disorders are addressable, but only when their cultural nature and contextual complexities are examined through lenses accounting for racism, ableism, bias, and bureaucratic professionalization. We synthesize knowledge about racial disparities in identification, discipline, exclusion, and services, situating patterns within dynamic cultural, spatial,…
Etiquetar la diversidad: La patologización de la diferencia en el alumnado con diversidad cultural y lingüística
This article reports on an educational ethnography conducted in a school located in a multicultural neighborhood of Barcelona. The study examines local factors contributing to the disproportionate placement of culturally and linguistically diverse students in special education. It draws on Disability Critical Race Theory—which argues that notions of ability and race are co-constructed within an ideology of normality—and on the concept of DefectCr…
Mitigando la dualidad de la discapacidad. Herramientas histórico-culturales críticas para desestabilizar paradojas de equidad
Desarrollo el argumento central de este artículo sobre la premisa de que la discapacidad tiene una naturaleza dual: ofrece protección a las personas con discapacidades, pero también puede utilizarse como un artefacto de marginación y, por tanto, crear paradojas de justicia. Por ejemplo, el potencial de la discapacidad para oprimir tiende a dirigirse a grupos ya marginados, como las personas racializadas y los alumnos de entornos lingüísticos, soc…
The Value of Variation: Embracing Heterogeneity in Intervention Research
If our goal in education research is to produce knowledge that is useful and used, we need to design impact evaluations that value understanding variation as much as understanding average impact. The context in which an intervention is implemented and the characteristics of participants are integral components of the intervention, and we need to study those components just as seriously as we do the intervention itself. Better understanding variat…
Towards the full potential of Lau: Interrogating the intersectional nuances of language, disability, & race
Racial Equity by Design: Forming Transformative Agency to Address the Racialization of School Discipline
Racial disproportionality in school discipline is an enduring systemic problem whose patterns change from one context to another. In order to develop systemic solutions that are responsive to local contexts, school stakeholders’ collective, agentic actions toward systemic changes are essential. Utilizing a participatory systemic design process led by an urban high school community, this case study examines how Learning Lab, an inclusive problem-s…
Disability as an Afterthought: Probing the Invisibility of Ability Differences in Interdisciplinary Advances in Learning
We call attention to the historical divisions in the study of learning defined by populations, with some scholarly communities focused on learners with disabilities and others studying learning with nondisabled students. We believe this to be an unfortunate circumstance that needs to be addressed explicitly so the needs of students with disabilities will be more aptly addressed. We describe the coexistence of these two epistemic cultures that hav…
The Aftermath of Disproportionality Citations: Situating Disability-Race Intersections in Historical, Spatial, and Sociocultural Contexts
We used a situated approach to examine the aftermath of citations for racial disparities in special education and discipline. The study was conducted in one suburban school district and examined staff’s interpretations and responses to multiple disproportionality citations. We found that historical, spatial, and sociocultural contexts mediated stakeholders’ interpretations and reactions to citations and the consequences of their responses. Our fi…
Inclusive knowledge production at an elementary school through family-school-university partnerships: A formative intervention study
Intersectionality in Education: Toward More Equitable Policy, Research, and Practice
Unpacking the Logic of Compliance in Special Education: Contextual Influences on Discipline Racial Disparities in Suburban Schools
The Individuals with Disabilities Education Act ([IDEA] 2004; IDEA Amendments 1997) is a civil rights-based law designed to protect the rights of students with disabilities in U.S. schools. However, decades after the initial passage of IDEA, racial inequity in special education classifications, placements, and suspensions are evident. In this article, we focus on understanding how racial discipline disparities in special education outcomes relate…
Inclusive Education in the 21st Century Disruptive Interventions
The purpose of this collection of manuscripts is to interrogate assumptions about inclusive education that are generally regarded as stable or even canonical, particularly in the global North. My e
Fourteenth Annual Brown Lecture in Education Research: Reenvisioning Equity Research: Disability Identification Disparities as a Case in Point
I engage longstanding challenges and risks associated with conducting and using research on complex equity problems. I engage these challenges in the context of research on disability identification disparities, which have been historically intertwined with particular identity markers (e.g., race, social class, gender, language). Some of these tensions revolve around knowledge production, the nuances of representation, and the identities of oppre…
Promessas e trajetórias da Educação Inclusiva: Notas Críticas Sobre Pesquisas Futuras Voltadas a Uma Ideia Venerável
The purpose of this article is to offer critical notes on inclusive education research in the U.S. We discuss issues germane to conceptual clarity and the ways in which inclusive education interacts with reforms that share equity goals, noting disruptions and unintended consequences that arise at the nexus of these reforms. In addition, we identify enduring challenges and paradoxes in this research literature. These include sampling issues, an em…
Teacher learning as curating: Becoming inclusive educators in school/university partnerships
Risks and Consequences of Oversimplifying Educational Inequities: A Response to Morgan et al. (2015)
In this technical comment, we argue that Morgan et al.’s claim that there is no minority overrepresentation in special education is in error due to (a) sampling considerations, (b) inadequate support from previous and current analyses, and (c) their failure to consider the complexities of special education disproportionality
A Decade of Professional Development Research for Inclusive Education: A Critical Review and Notes for a Research Program
We reviewed the research on professional development (PD) for inclusive education between 2000 and 2009 to answer three questions: (a) How is inclusive education defined in PD research? (b) How is PD for inclusive education studied? (c) How is teacher learning examined in PD research for inclusive education? Systematic procedures were used to identify relevant research and analyze the target studies. We found that most PD research for inclusive e…
Untangling the Racialization of Disabilities: An Intersectionality Critique Across Disability Models
This article advances an intersectional perspective in the analysis of racial inequities in special education so that theoretical refinement of this problem will strengthen educational equity research and theory. Racial disproportionality in some disability categories continues to affect a sizable number of students in the United States, with dire long-term consequences for the educational trajectories of these learners. After more than four deca…
Theorizing Racial Inequity in Special Education: Applying Structural Inequity Theory to Disproportionality
Despite decades of research examining the disproportionate representation of racial minority students in special education, our understanding of the complexity of disproportionality remains incomplete and much of the previous research was designed without a clear theoretical framework. This exploratory study applied a structural theoretical lens as a means of understanding racial inequity in special education across analytical scales, racial grou…
Toward an Interdisciplinary Understanding of Educational Equity and Difference: The Case of the Racialization of Ability
The author argues for an interdisciplinary perspective to study the complexities of educational equity and transcend the limits of previous research. He focuses on the racialization of disability as a case in point; specifically, he reviews the visions of justice that inform the scholarship on racial and ability differences and situates their interlocking in a historical perspective to illustrate how race and ability differences have elicited par…
The Miner’s Canary: A Review of Overrepresentation Research and Explanations
The authors reviewed the overrepresentation research published between 1968 and 2006 to answer two questions: (a) What are the characteristics of overrepresentation studies? (b) How do studies frame the problem? Systematic procedures were used to search four international databases, and criteria were applied to identify relevant studies. Findings suggest that overrepresentation research has been mostly published in special education journals, the…
Justifying and Explaining Disproportionality, 1968–2008: A Critique of Underlying Views of Culture
Special education has made considerable advances in research, policy, and practice in its short history. However, students from historically underserved groups continue to be disproportionately identified as requiring special education. Support for color-blind practices and policies can justify racial disproportionality in special education and signal a retrenchment to deficit views about students from historically underserved groups. We respond …
Back to the Future: A Critique of Response to Intervention's Social Justice Views
The emergence of Response to Intervention (RTI) anticipates a different future for all students, particularly learners from racial minority backgrounds and students with disabilities. RTI is being widely adopted in school districts as a viable alternative to enhance learning opportunities; hence, some education scholars argue it promises a much-needed response to longstanding injustices for underserved students. RTI aims to address injustices in …
The Antinomies of Global English and National Pedagogies
Representation of Minority Students in Special Education: Complicating Traditional Explanations
Toward an Interdisciplinary Understanding of Educational Equity and Difference: The Case of the Racialization of Ability
The author argues for an interdisciplinary perspective to study the complexities of educational equity and transcend the limits of previous research. He focuses on the racialization of disability as a case in point; specifically, he reviews the visions of justice that inform the scholarship on racial and ability differences and situates their interlocking in a historical perspective to illustrate how race and ability differences have elicited par…
Untangling the Racialization of Disabilities: An Intersectionality Critique Across Disability Models
This article advances an intersectional perspective in the analysis of racial inequities in special education so that theoretical refinement of this problem will strengthen educational equity research and theory. Racial disproportionality in some disability categories continues to affect a sizable number of students in the United States, with dire long-term consequences for the educational trajectories of these learners. After more than four deca…
Risks and Consequences of Oversimplifying Educational Inequities: A Response to Morgan et al. (2015)
In this technical comment, we argue that Morgan et al.’s claim that there is no minority overrepresentation in special education is in error due to (a) sampling considerations, (b) inadequate support from previous and current analyses, and (c) their failure to consider the complexities of special education disproportionality
Inclusion as Social Justice: Critical Notes on Discourses, Assumptions, and the Road Ahead
The purpose of this article is to discuss critically the idea of inclusion as social justice. The authors outline the multiple discourses on inclusion and the disparate meanings of social justice that permeate the inclusive education literature. They assume that greater conceptual clarity will strengthen ongoing reform efforts and help educators understand better the intersection of inclusion and social justice in educational systems that serve c…
Fourteenth Annual Brown Lecture in Education Research: Reenvisioning Equity Research: Disability Identification Disparities as a Case in Point
I engage longstanding challenges and risks associated with conducting and using research on complex equity problems. I engage these challenges in the context of research on disability identification disparities, which have been historically intertwined with particular identity markers (e.g., race, social class, gender, language). Some of these tensions revolve around knowledge production, the nuances of representation, and the identities of oppre…
Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education through Culturally Responsive Educational Systems
In this article, we present a conceptual framework for addressing the disproportionate representation of culturally and linguistically diverse students in special education. The cornerstone of our approach to addressing disproportionate representation is through the creation of culturally responsive educational systems. Our goal is to assist practitioners, researchers, and policy makers in coalescing around culturally responsive, evidence-based i…
Theorizing Racial Inequity in Special Education: Applying Structural Inequity Theory to Disproportionality
Despite decades of research examining the disproportionate representation of racial minority students in special education, our understanding of the complexity of disproportionality remains incomplete and much of the previous research was designed without a clear theoretical framework. This exploratory study applied a structural theoretical lens as a means of understanding racial inequity in special education across analytical scales, racial grou…
Beyond Reflection: Teacher Learning as Praxis
Reflection is increasingly used as a means to support teacher professional development, and ultimately to support teachers' efforts to improve the persistent underachievement of minority students. In this article, we identify the limits of the traditional view of reflection, argue that reflection is an artifact and a practice embedded in a larger process, namely teacher learning, and outline basic notions of a culturalhistorical vision of learnin…
Back to the Future: A Critique of Response to Intervention's Social Justice Views
The emergence of Response to Intervention (RTI) anticipates a different future for all students, particularly learners from racial minority backgrounds and students with disabilities. RTI is being widely adopted in school districts as a viable alternative to enhance learning opportunities; hence, some education scholars argue it promises a much-needed response to longstanding injustices for underserved students. RTI aims to address injustices in …
Over-Identification of Students of Color in Special Education: A Critical Overview
The purpose of this article is to present an overview of the overrepresentation of students of color in special education programs. For this purpose, we outline background history on the problem and discuss its magnitude. We also identify several forces that shape this problem such as poverty, structural factors, instructional and assessment issues, and the cultural discontinuity between teachers and students. We conclude with a brief discussion …
Unpacking the Logic of Compliance in Special Education: Contextual Influences on Discipline Racial Disparities in Suburban Schools
The Individuals with Disabilities Education Act ([IDEA] 2004; IDEA Amendments 1997) is a civil rights-based law designed to protect the rights of students with disabilities in U.S. schools. However, decades after the initial passage of IDEA, racial inequity in special education classifications, placements, and suspensions are evident. In this article, we focus on understanding how racial discipline disparities in special education outcomes relate…
Representation of Minority Students in Special Education: Complicating Traditional Explanations
Teacher learning as curating: Becoming inclusive educators in school/university partnerships
The Aftermath of Disproportionality Citations: Situating Disability-Race Intersections in Historical, Spatial, and Sociocultural Contexts
We used a situated approach to examine the aftermath of citations for racial disparities in special education and discipline. The study was conducted in one suburban school district and examined staff’s interpretations and responses to multiple disproportionality citations. We found that historical, spatial, and sociocultural contexts mediated stakeholders’ interpretations and reactions to citations and the consequences of their responses. Our fi…
Choosing among alternatives for tracing conceptual change
Racial Equity by Design: Forming Transformative Agency to Address the Racialization of School Discipline
Racial disproportionality in school discipline is an enduring systemic problem whose patterns change from one context to another. In order to develop systemic solutions that are responsive to local contexts, school stakeholders’ collective, agentic actions toward systemic changes are essential. Utilizing a participatory systemic design process led by an urban high school community, this case study examines how Learning Lab, an inclusive problem-s…
Promessas e trajetórias da Educação Inclusiva: Notas Críticas Sobre Pesquisas Futuras Voltadas a Uma Ideia Venerável
The purpose of this article is to offer critical notes on inclusive education research in the U.S. We discuss issues germane to conceptual clarity and the ways in which inclusive education interacts with reforms that share equity goals, noting disruptions and unintended consequences that arise at the nexus of these reforms. In addition, we identify enduring challenges and paradoxes in this research literature. These include sampling issues, an em…
Assessing the link between teacher cognitions, teacher behaviors, and pupil responses to lessons
Choosing among alternatives for tracing conceptual change
Overrepresentation of Minority Students in Special Education: A Continuing Debate
Approximately 25 years ago, Lloyd Dunn (1968) and Evelyn Deno (1970) provided us with analyses regarding the problems and pitfalls of special education. One of the primary areas of focus was the overrepresentation of minority and low-income students in programs for students with mild mental retardation. Unfortunately, this problem continues to hover over us today and has extended to other special education categories. Based on our analysis of the…
Assessing the link between teacher cognitions, teacher behaviors, and pupil responses to lessons
Over-Identification of Students of Color in Special Education: A Critical Overview
The purpose of this article is to present an overview of the overrepresentation of students of color in special education programs. For this purpose, we outline background history on the problem and discuss its magnitude. We also identify several forces that shape this problem such as poverty, structural factors, instructional and assessment issues, and the cultural discontinuity between teachers and students. We conclude with a brief discussion …
Special Education's Changing Identity: Paradoxes and Dilemmas in Views of Culture and Space
In this article, Alfredo Artiles identifies "paradoxes and dilemmas" faced by special education researchers and practitioners who are seeking to create socially just education systems in a democratic society that is currently marked by an increasing complexity of difference. He argues that the two primary discourse communities — inclusion and overrepresentation — must engage in a fuller dialogue and recognize the "troubling silences" within and b…
Beyond Reflection: Teacher Learning as Praxis
Reflection is increasingly used as a means to support teacher professional development, and ultimately to support teachers' efforts to improve the persistent underachievement of minority students. In this article, we identify the limits of the traditional view of reflection, argue that reflection is an artifact and a practice embedded in a larger process, namely teacher learning, and outline basic notions of a culturalhistorical vision of learnin…
Within-Group Diversity in Minority Disproportionate Representation: English Language Learners in Urban School Districts
A weakness of research on minority placement in special education is the tendency to overestimate the homogeneity of populations by failing to disaggregate factors such as language proficiency or to consider other relevant variables, for example, social class or program type. Similarly, certain groups have been understudied, such as English language learners (ELLs). We addressed these gaps by examining ELL placement patterns in California urban d…
Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education through Culturally Responsive Educational Systems
In this article, we present a conceptual framework for addressing the disproportionate representation of culturally and linguistically diverse students in special education. The cornerstone of our approach to addressing disproportionate representation is through the creation of culturally responsive educational systems. Our goal is to assist practitioners, researchers, and policy makers in coalescing around culturally responsive, evidence-based i…
Representation of Minority Students in Special Education: Complicating Traditional Explanations
Inclusion as Social Justice: Critical Notes on Discourses, Assumptions, and the Road Ahead
The purpose of this article is to discuss critically the idea of inclusion as social justice. The authors outline the multiple discourses on inclusion and the disparate meanings of social justice that permeate the inclusive education literature. They assume that greater conceptual clarity will strengthen ongoing reform efforts and help educators understand better the intersection of inclusion and social justice in educational systems that serve c…
The Antinomies of Global English and National Pedagogies
The Miner’s Canary: A Review of Overrepresentation Research and Explanations
The authors reviewed the overrepresentation research published between 1968 and 2006 to answer two questions: (a) What are the characteristics of overrepresentation studies? (b) How do studies frame the problem? Systematic procedures were used to search four international databases, and criteria were applied to identify relevant studies. Findings suggest that overrepresentation research has been mostly published in special education journals, the…
Justifying and Explaining Disproportionality, 1968–2008: A Critique of Underlying Views of Culture
Special education has made considerable advances in research, policy, and practice in its short history. However, students from historically underserved groups continue to be disproportionately identified as requiring special education. Support for color-blind practices and policies can justify racial disproportionality in special education and signal a retrenchment to deficit views about students from historically underserved groups. We respond …
Back to the Future: A Critique of Response to Intervention's Social Justice Views
The emergence of Response to Intervention (RTI) anticipates a different future for all students, particularly learners from racial minority backgrounds and students with disabilities. RTI is being widely adopted in school districts as a viable alternative to enhance learning opportunities; hence, some education scholars argue it promises a much-needed response to longstanding injustices for underserved students. RTI aims to address injustices in …
Theorizing Racial Inequity in Special Education: Applying Structural Inequity Theory to Disproportionality
Despite decades of research examining the disproportionate representation of racial minority students in special education, our understanding of the complexity of disproportionality remains incomplete and much of the previous research was designed without a clear theoretical framework. This exploratory study applied a structural theoretical lens as a means of understanding racial inequity in special education across analytical scales, racial grou…
Toward an Interdisciplinary Understanding of Educational Equity and Difference: The Case of the Racialization of Ability
The author argues for an interdisciplinary perspective to study the complexities of educational equity and transcend the limits of previous research. He focuses on the racialization of disability as a case in point; specifically, he reviews the visions of justice that inform the scholarship on racial and ability differences and situates their interlocking in a historical perspective to illustrate how race and ability differences have elicited par…
A Decade of Professional Development Research for Inclusive Education: A Critical Review and Notes for a Research Program
We reviewed the research on professional development (PD) for inclusive education between 2000 and 2009 to answer three questions: (a) How is inclusive education defined in PD research? (b) How is PD for inclusive education studied? (c) How is teacher learning examined in PD research for inclusive education? Systematic procedures were used to identify relevant research and analyze the target studies. We found that most PD research for inclusive e…
Untangling the Racialization of Disabilities: An Intersectionality Critique Across Disability Models
This article advances an intersectional perspective in the analysis of racial inequities in special education so that theoretical refinement of this problem will strengthen educational equity research and theory. Racial disproportionality in some disability categories continues to affect a sizable number of students in the United States, with dire long-term consequences for the educational trajectories of these learners. After more than four deca…
Teacher learning as curating: Becoming inclusive educators in school/university partnerships
Risks and Consequences of Oversimplifying Educational Inequities: A Response to Morgan et al. (2015)
In this technical comment, we argue that Morgan et al.’s claim that there is no minority overrepresentation in special education is in error due to (a) sampling considerations, (b) inadequate support from previous and current analyses, and (c) their failure to consider the complexities of special education disproportionality
Fourteenth Annual Brown Lecture in Education Research: Reenvisioning Equity Research: Disability Identification Disparities as a Case in Point
I engage longstanding challenges and risks associated with conducting and using research on complex equity problems. I engage these challenges in the context of research on disability identification disparities, which have been historically intertwined with particular identity markers (e.g., race, social class, gender, language). Some of these tensions revolve around knowledge production, the nuances of representation, and the identities of oppre…
Promessas e trajetórias da Educação Inclusiva: Notas Críticas Sobre Pesquisas Futuras Voltadas a Uma Ideia Venerável
The purpose of this article is to offer critical notes on inclusive education research in the U.S. We discuss issues germane to conceptual clarity and the ways in which inclusive education interacts with reforms that share equity goals, noting disruptions and unintended consequences that arise at the nexus of these reforms. In addition, we identify enduring challenges and paradoxes in this research literature. These include sampling issues, an em…
Inclusive Education in the 21st Century Disruptive Interventions
The purpose of this collection of manuscripts is to interrogate assumptions about inclusive education that are generally regarded as stable or even canonical, particularly in the global North. My e
Inclusive knowledge production at an elementary school through family-school-university partnerships: A formative intervention study
Intersectionality in Education: Toward More Equitable Policy, Research, and Practice
Sociology (23 works) · Psychology (22 works) · Education Discipline and Inequality (20 works) · Political science (20 works) · Pedagogy (16 works) · Mathematics education (14 works) · Gender Studies (12 works) · Collaborative Teaching and Inclusion (10 works) · Social science (10 works) · Disability Education and Employment (9 works)