Harvard Educational Review
  1. Summer 2003 Issue »

    Special Education's Changing Identity

    Paradoxes and Dilemmas in Views of Culture and Space

    Alfredo J. Artiles
    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 between their respective literatures. Placing his analysis within the larger political context of current efforts and debates over educational reform, the author gives readers a broad overview of the literature on inclusion and overrepresentation. He then presents a multilayered analysis of culture and space that identifies the limitations of current research, while offering new possibilities and directions for the field. Artiles concludes that unless researchers and practitioners surface their assumptions about difference, as well as culture and space, the special education field will continue to perpetuate the silences that threaten the educational and life needs of historically marginalized students. (pp. 164- 202)

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    Summer 2003 Issue

    Abstracts

    Developing Cultural Fluency
    Arab and Jewish Students Engaging in One Another's Company
    Jocelyn Anne Glazier
    Special Education's Changing Identity
    Paradoxes and Dilemmas in Views of Culture and Space
    Alfredo J. Artiles
    Skinning the Drum
    Teaching about Diversity as "Other"
    Leswin Laubscher and Susan Powell

    Book Notes

    Crossing Over to Canaan
    By Gloria Ladson-Billings

    Touching Eternity
    By Tom Barone