Efforts to address educational inequities can create other forms of injustice. I focus on this paradox through the examination of disability intersections with other sociocultural markers. The idea of disability affords entitlements and resources to protect the rights and needs of individuals with disabilities. However, disability identification can also create challenges to educational opportunities. I engage the dual nature of disability as an object of protection and a tool of stratification through overviews of studies on racial disparities in the US and inclusive education in Guatemala. I offer recommendations for a new generation of disability equity research.
Alfredo J. Artiles is dean of the Graduate College and the Ryan C. Harris Professor of Special Education at Arizona State University. His scholarship focuses on understanding and addressing educational inequities related to the intersections of disability with other sociocultural differences. His work aims to advance policies, personnel preparation programs, and inclusive educational systems in diverse contexts. Professor Artiles directs the Equity Alliance and edits the Teachers College Press book series "Disability, Culture, & Equity." He was vice president of the American Educational Research Association (AERA) (2009-2011). Professor Artiles is an AERA fellow, a Spencer Foundation/National Academy of Education Postdoctoral Fellow (1998-2000), and a 2008-09 resident fellow at Stanford’s Center for Advanced Study in the Behavioral Sciences. Professor Artiles is Honorary Professor in the School of Education at the University of Birmingham, UK (2016-2019) and has held visiting professorships at Leibniz University (Germany), the University of Göteborgs (Sweden), the University of Birmingham (UK), and Universidad Rafael Landívar (Guatemala).He served on the White House Commission on Educational Excellence for Hispanics (2011-2017) and was named 2009 Distinguished Alumnus by the University of Virginia’s Curry School of Education Foundation. Recent publications include "Keeping the Promise? Contextualizing Inclusive Education in Developing Countries" (Klinkhardt); "World Yearbook of Education 2017: Assessment inequalities" (Routledge); and "Inclusive education: Examining equity on five continents" (Harvard Education Press).