Publications by Equity Alliance Scholars & Affiliates

BOOK SERIES 
The Disability, Culture, & Equity Book Series will address a range of needs and issues across the educational community, as it charts new ground in offering an interdisciplinary approach to disability, culture, and equity. Authors with proposals that might be appropriate for the series should contact the series editor, Alfredo J. Artiles (alfredo.artiles@asu.edu) or Brian Ellerbeck (ellerbec@exchange.tc.columbia.edu), Executive Acquisitions Editor, Teachers College Press.Visit the Teachers College Press website for author guidelines on submitting a proposal at https://www.tcpress.com/for-authors.
 
  • Naraian, S. (2017). Teaching for inclusion: Eight principles for effective and equitable practice.

 

  • Trainor, A. (2017). Transition by design: Improving equity and outcomes for Adolescents with disabilities.

 

  • Brown, K. D. (2016). After the "at risk" label: Reorienting Educational Policy and Practice.

 

  • Connor, D., Ferri, B., & Annamma, S. (Eds.). (2015). DisCrit: Critical conversations across race, class, & dis/ability.

 

  • Losen, D. J. (Ed.). (2015). Closing the school discipline gap: Research for policymakers.

 

  • Lawrence-Brown, D. & Sapon-Shevin, M. (Eds.). (2014). Condition critical: Key principles for equitable and inclusive education.

 

  • Kozleski, E. B. & King-Thorius, K. (Eds.). (2014). Ability, equity, and culture: Sustaining inclusive urban education reform.

 

  • Baines, A. D. (2014). (Un)Learning disability: Recognizing and changing restrictive views of student ability.
 
JOURNAL ARTICLES 
  • McLinden, M., Lynch, P., Soni, A.; Artiles, A. J., Kholowa, F., Kamchedzera, E.T., Ngwira, J.M., Mankhwazi, M. (2018). Supporting children with disabilities in low and middle-income countries: Promoting inclusive practice within community-based child centres in Malawi through a systems perspective. International Journal of Early Childhood.  <https://link.springer.com/article/10.1007/s13158-018-0223-y

 

  • Tefera, A., Gonzalez, T., & Artiles, A. J. (2017). Challenges to policy as a tool for educational equity: The case of language and ability difference intersections. In S. Salas & P. Portes (Eds.), Latinization and K-12 communities: National perspectives on regional change(pp. 205-226).  Albany, NY: SUNY Press. 

 

  • Tefera, A. A., Rios-Aguilar, C., Artiles, A. J., Voulgarides, C. K., & Vélez, V. (2017). Developing a critical space perspective in the examination of the racialization of disabilities. In N. Ares, E. Buendia & R. Helfenbein, (Eds.), Deterritorializing/ Reterritorializing: Critical geographies of educational reform(pp. 191-208) Rotterdam, NL: Sense Publishers.

 

  • 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.

 

 

  • Waitoller, F., & Artiles, A. J. (2016). Teacher learning as curating: Becoming inclusive educators in school/university partnerships. Teaching and Teacher Education, 59, 360-371.  http://dx.doi.org/10.1016/j.tate.2016.07.007.

 

  • 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/epaa.24.1919

 

  • Waitoller, F. R., & Kozleski, E. B. (2015). No stone left unturned: The emergence of New Capitalism in inclusive education reform. Education and Policy Analysis Archives, 23(18).

 

  • 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.

 

  • Gonzalez, T., & Artiles, A. J. (2015). Reframing venerable standpoints about language and learning differences: The need for research on the literate lives of Latina/o language minority students. The Journal of Multilingual Educational Research, 6, 9-34.

 

  • 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.

 

  • Sullivan, A. L., Artiles, A. J., & Hernandez-Saca, D. (2015). Addressing special education inequity through systemic change: Contributions of ecologically based organizational consultation. Journal of Educational and Psychological Consultation, 25, 1-19.
 
BOOK CHAPTERS
  • ​Tefera, A., Gonzalez, T., & Artiles, A. J. (in press). Challenges to policy as a tool for educational equity: The case of language and ability difference intersections. In P. Portes & S. Salas (Eds.), Latinization and K-12 communities: National perspectives on regional change.  Albany, NY: SUNY Press. 

 

  • Engelbrecht, P., & Artiles, A. J. (2016). Inclusive Education: Contextualizing the history of a global movement. In R. Werning, A. J. Artiles, P. Engelbrecht, M. Z. Caballeros, M. Hummel, & A. Rothe (Eds.), Keeping the promise? Contextualizing inclusive education in developing countries (pp. 15-28). Bad Heilbrunn: Klinkhardt.

 

  • Kozleski, E. B., & Artiles, A. J. (2015). Mediating systemic change in educational systems through socio-cultural methods.  P. Smeyers, D. Bridges, N. Burbules, & M. Griffiths (Eds.), International handbook of interpretation in educational research (pp. 805-822). New York: Springer.

 

  • Gonzalez, T., Tefera, A., & Artiles, A. J. (2015). The intersections of language and learning disabilities: Narratives in action. In M. Bigelow & J. Ennser-Kananen (Eds.), Handbook of educational linguistics (pp. 145-157). New York: Routledge.

 

  • Tefera, A., King Thorius, K., & Artiles, A. J. (2014).  Teacher learning for diversity: Implications for the racialization of disabilities. In R. Milner & K. Lomotey (Eds.), Handbook of urban education (pp. 256-270). New York: Routledge.
 
PRESENTATIONS 
  • Diaz, S. A. & Artiles, A.J. (2017, April). Classroom ecological spaces, decisions, and ELL RTI

participants:  A microanalysis of teacher and student interactions. Poster presentation at the Council for Exceptional Children’s National Conference. Boston, MA.

 

  • Diaz, S. A. Gonzalez, T., Kilinc, T. (2017, April). The Role of Research Activity in Advancing

Culturally Responsive Intervention Systems for Diverse Learners. Roundtable session at the American Educational Researcher Association: San Antonio, TX.

 

  • Kramarczuk Voulgarides, C., Tefera, A., Diaz, S. A., Artiles, A. J., Jackson, L., Aylward, A.

(2017, April).  Assuring Equal Opportunity and Access Through Policy: Is the Promise Enough? Examining Persistent Racial Inequities in Special Education. Roundtable session at the American Educational Researcher Association: San Antonio, TX.

 

  • Tefera, A., Kramarczuk Voulgarides, C., Artiles, A. J., Diaz, S. A., Jackson, L., Aylward, A. (2017, April).  Betwixt & Between: Students of Color with Disabilities & the Paradox of Equity in Educational Policy Roundtable session at the American Educational Researcher Association: San Antonio, TX.