Professor Artiles’ scholarship examines paradoxes of educational equity and addresses their consequences. For instance, he studies how disability diagnoses can unwittingly stratify educational opportunities for racial or linguistic minoritized groups and advances models and tools to rectify such inequities. He co-authored the National Research Council’s 2017 report Promoting the Educational Success of Children and Youth Learning English and served on the White House Advisory Commission on Educational Excellence for Hispanics. He and his colleagues led the National Center for Culturally Responsive Educational Systems and the Equity Assistance Center for Region IX. Current work examines the role of cultural and spatial factors in equity reforms for students of color with/without disabilities. He is also documenting how constructs such as “disability” and “inclusive education” embody alternative meanings across settings and scales that can deepen inequities and is generating processes to assemble opportunity structures in such contexts.
Dr. Artiles was elected Vice President of the American Educational Research Association (AERA). He received mentoring awards from The Spencer Foundation, AERA, and Arizona State University. He is a member of the National Academy of Education and Fellow of AERA and the National Education Policy Center. He was a resident fellow at the Center for Advanced Study in the Behavioral Sciences. Dr. Artiles received an Honorary Doctorate from the University of Göteborgs (Sweden) and is Honorary Professor at the University of Birmingham (UK). The 2011 article based on his Wallace Lecture, “Toward an interdisciplinary understanding of educational equity and difference: The case of the racialization of ability” received AERA’s Palmer O. Johnson Award. His paper “Objects of protection, enduring nodes of difference: Disability intersections with “other” differences, 1916 – 2016” (with S. Dorn & A. Bal) won the 2017 AERA Review of Research Award.
- Editor of the book series Disability, Culture, & Equity (Teachers College Press).
- Castro, D., & Artiles, A. J. (Eds.). (forthcoming). At the intersection of language, learning and disability: Issues and opportunities in the education of young bilingual children. Washington, D.C.: Center for Applied Linguistics.
- Artiles, A. J. (2019). 14th annual Brown Lecture - Re-envisioning equity research: Disability identification disparities as a case in point. Educational Researcher, 48(6), 325-335.
- 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, 50, 159-174. https://link.springer.com/article/10.1007/s13158-018-0223-y
- Artiles, A. J. (2013). Untangling the racialization of disabilities: An intersectionality critique across disability models. DuBois Review, 10(2), 329-347.
- Artiles, A. J., Kozleski, E., & Waitoller, F. (Eds.). (2011). Inclusive education: Examining equity on five continents. Cambridge, MA: Harvard Education Press.
- Artiles, A. J. (2003). Special education’s changing identity: Paradoxes and dilemmas in views of culture and space. Harvard Educational Review, 73(2), 164-202.