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Publications by Equity Alliance Scholars & Affiliates

 
DISABILITY, CULTURE, & EQUITY BOOK SERIES BY TEACHERS COLLEGE PRESS
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). Visit the Teachers College Press website for author guidelines on submitting a proposal at https://www.tcpress.com/for-authors.
 

Forthcoming & Recent Book Titles

  • Hernandez, M. (In press). Dismantling Disproportionality: A Systemic Process to Addressing Racialized Disproportionality in Special Education and Discipline. New York, NY: Teachers College Press. 
  • Waitoller, F. (in press). Excluded by Choice: Urban Students with Disabilities in the Education Marketspace. New York, NY: Teachers College Press. 
  • Harry, E. & Ocasio-Stoutenburg, L. (2020). Recasting and re-empowering families: Equity and cultural reciprocity in parent advocacy and leadership. 
  • Sauer, J. S. & Rossetti, Z. (2019). Reframing Disability: Strength-based Portraits of Culturally Diverse Families in the Special Education Process. New York, NY: Teachers College Press. 
  • Voulgaridies, C. (2018). Does compliance matter in special education? IDEA and the hidden inequities of practice. New York, NY: Teachers College Press. 
  • Naraian, S. (2017). Teaching for inclusion: Eight principles for effective and equitable practice. New York, NY: Teachers College Press. 
  • Trainor, A. (2017). Transition by design: Improving equity and outcomes for Adolescents with disabilities. New York, NY: Teachers College Press. 
  • Brown, K. D. (2016). After the "at risk" label: Reorienting Educational Policy and Practice. New York, NY: Teachers College Press. 
  • Connor, D., Ferri, B., & Annamma, S. (Eds.). (2015). DisCrit: Critical conversations across race, class, & dis/ability. New York, NY: Teachers College Press. 
  • Losen, D. J. (Ed.). (2015). Closing the school discipline gap: Research for policymakers. New York, NY: Teachers College Press. 
  • Lawrence-Brown, D. & Sapon-Shevin, M. (Eds.). (2014). Condition critical: Key principles for equitable and inclusive education. New York, NY: Teachers College Press. 
  • Kozleski, E. B. & King-Thorius, K. (Eds.). (2014). Ability, equity, and culture: Sustaining inclusive urban education reform. New York, NY: Teachers College Press. 
  • Baines, A. D. (2014). (Un)Learning disability: Recognizing and changing restrictive views of student ability. New York, NY: Teachers College Press.

 

JOURNAL ARTICLES 

  • Bernstein, K., Katznelson, N., Amezcua, A., Mohamed, S., & Alvarado, S. (in press). Equity/social justice, instrumentalism/neoliberalism: Dueling discourses of dual language in principals’ talk about their programs. TESOL Quarterly.

  • Diaz, S.A., Artiles, A.J., Salinas, S., Castro, D.C.  (under review).  From instruction to the social organization of learning: Young bilingual learners in inclusive PreK-3rd grade   classrooms.  In D.C. Castro & A. J. Artiles (Eds.), Language, learning, and disability: Issues and opportunities in the education of young bilingual learners. Washington, D.C.: Center for Applied Linguistics.

  • Diaz, S. A., Salinas, S. M., Artiles, A. J. (2019). Teacher inclusivity. Oxford Research Encyclopedia of Education.

  • Kilinc, S., S. Gonzalez, T., & Diaz, S. A. (under review). A review of RTI research activity to advance culturally responsive intervention system.

  • Artiles, A. J. (2019). Re-envisioning equity research: Disability identification disparities as a case in point. Educational Researcher, 48(6), 325–335.
  • Artiles, A. J. (2019). Understanding practice and intersectionality in teacher education in the age of diversity and inequality. Teachers College Record, 121(6).
  • Tefera, A. A., Hernández-Saca, D., & **Lester, A. (2019). Troubling the master narrative of grit: Counterstories of Black and Latinx students with disabilities during an era of high-stakes testing. Education Policy Analysis Archives, 27(1). http://dx.doi.org/10.14507/epaa.26.3380
  • Tefera, A. A. (2019). Listening to and learning from Black and Latinx students with disabilities: Examining the challenges and contradictions of high-stakes testing policies. The Urban Review. (online first). https://doi.org/10.1007/s11256-019-00496-4
  • 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. A., Powers, J., & Fischman, G. (2018). Intersectionality in education: A conceptual aspiration and research imperative. Review of Research in Education, 42, vii-xvii. https://doi.org/10.3102/0091732X18768504
  • 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. A., Artiles, A. J., **Lester, A., & **Cuba, M. (2019). Grappling with the paradoxes of inclusive education in the US: Intersectional considerations in policy and practice. In Hartmann, M., Hummel, M., Lichtblau, M., Löser, J., & Thomas, S. (Eds.), Facetten inklusiver bildung. (pp. 117-125). Bad Heilbrunn: Klinkhardt.
  • Tefera, A. A., Aguilar-Rios, C., Artiles, A. J., Kramarczuk Voulgarides, C., & Vélez, V. (2017). Developing a critical space perspective in the examination of the racialization of disabilities. In Ares, N. & Buendia, E. Deterritorializing/Reterritorializing: Critical geographies of educational reform, (pp. 191-207). Rotterdam, ND: Sense Publishers.
  • 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 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.
  • González, T., Tefera, A. A., & Artiles, A. J. (2014). The intersection of language and disability: A narrative in action. In M. Bigelow, & J. Ennser-Kananen (Eds.), Handbook of educational linguistics, (pp.145-157). New York, NY: Routledge.

 

PRESENTATIONS 

  • Kramarczuk Voulgarides, C., Aylward, Tefera, A. A., A., Artiles, A. J., & **Diaz, S. (2020, April). Race, disability, and policy: Examining the boundaries of legal compliance when pursuing equity in education. Paper submitted to the American Educational Research Association, San Francisco, CA.
  • Aylward, A., Kramarczuk Voulgarides, C., Tefera, A. A., Artiles, A. J., & **Diaz, S. (2020, April). Moving beyond controlling for local context to understand disproportionality in special education. Paper submitted to the American Educational Research Association, San Francisco, CA.
  • Tefera, A. A. (2018, April). Beyond the doctorate: Transition from graduate student into and outside academia. Presentation at the American Educational Research Association, New York, NY.
  • Kramarczuk Voulgarides, C., Aylward, A., Tefera, A. A., & Artiles, A. J. (2019, August). Race, disability, and policy: Examining the boundaries of legal compliance when pursuing equity in education. American Sociological Association, New York, NY.
  • 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.