Research Article
Special Education's Changing Identity: Paradoxes and Dilemmas in Views of Culture and Space
ALFREDO ARTILES
Harvard Educational Review July 2003, 73 (2) 164-202; DOI: https://doi.org/10.17763/haer.73.2.j78t573x377j7106
ALFREDO ARTILES
1
Vanderbilt University, Nashville

References
- Advancement Project & Civil Rights Project. (2000). Opportunities suspended: The devastating consequences of zero tolerance and school discipline policies. Cambridge, MA: Civil Rights Project at Harvard University. Retrieved on December 10, 2000, from http:// www.law.Harvard.edu/groups/civilrights/conferences/zero/zt_report2.html http:// www.law.Harvard.edu/groups/civilrights/conferences/zero/zt_report2.html
- Alsayyad, N. (2001). Hybrid culture/hybrid urbanism: Pandora's box of the "third place." In N. Alsayyad (Ed.), Hybrid urbanism: On the identity discourse and the built environment (pp. 1–18). Westport, CT: Praeger.Hybrid culture/hybrid urbanism: Pandora's box of the "third place." Hybrid urbanism: On the identity discourse and the built environment, 1–18.
- Anyon, J. (1997). Ghetto schooling: A political economy of urban educational reform. New York: Teachers College Press.Ghetto schooling: A political economy of urban educational reform.
- Anzaldúa, G. (1999). Borderlands/La frontera: The new mestiza (2nd ed.). San Francisco: Aunt Lute Books.Borderlands/La frontera: The new mestiza.
- Apple, M. W. (1996). Cultural politics and education. New York: Teachers College Press.Cultural politics and education.
- Artiles, A. J. (1998). The dilemma of difference: Enriching the disproportionality discourse with theory and context. Journal of Special Education, 32, 32–36.The dilemma of difference: Enriching the disproportionality discourse with theory and context. Journal of Special Education 32:32–36.
- Artiles, A. J., Aguirre-Muñoz, Z., & Abedi, J. (1998). Predicting placement in learning disabilities programs: Do predictors vary by ethnic group? Exceptional Children, 64, 543–559.Predicting placement in learning disabilities programs: Do predictors vary by ethnic group? Exceptional Children 64:543–559.
- Artiles, A. J., Gutierrez, K., & Rueda, R. (2002, April). Teacher education in a culturally diverse inclusive era: Implications of a cultural historical vision for teacher learning research. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
- Artiles, A. J., & Pak, M. (2000, July). Becoming an inclusive education teacher in an urban multicultural school: Tensions, contradictions, and implications for inclusion research. Paper presented at the International Special Education Conference, Manchester, England.
- Bhabha, H. K. (1994). The location of culture. London: Routledge.The location of culture.
- Bowles, S., & Gintis, H. (1976). Schooling in capitalist America: Educational reform and the contradictions of economic life. New York: Basic Books.Schooling in capitalist America: Educational reform and the contradictions of economic life.
- Brantlinger, E. (1997). Using ideology: Cases of nonrecognition of the politics of research and practice in special education. Review of Educational Research, 67, 425–459.
- Brightman, R. (1995). Forget culture: Replacement, transcendence, relexification. Cultural Anthropology, 10, 509–546.Forget culture: Replacement, transcendence, relexification. Cultural Anthropology 10:509–546.
- Christensen, C., & Rizvi, F. (Eds.). (1996). Disability and the dilemmas of education and justice. Buckingham, Eng.: Open University Press.Disability and the dilemmas of education and justice.
- Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: Harvard University Press.Cultural psychology: A once and future discipline.
- Artiles, A. J., Rueda, R., Salazar, J., & Higareda, I. (2002). English-language learner representation in special education in California urban school districts. In D. J. Losen & G. Orfield (Eds.), Racial inequity in special education (pp. 117–136). Cambridge, MA: Harvard Education Press.English-language learner representation in special education in California urban school districts. Racial inequity in special education.
- Artiles, A. J., & Trent, S. C. (2000). Representation of culturally/linguistically diverse students. In C. R. Reynolds & E. Fletcher-Jantzen (Eds.), Encyclopedia of special education, Vol. 1 (2nd ed., pp. 513–517). New York: John Wiley.
- Artiles, A. J., Trent, S. C., & Kuan, L. A. (1997). Learning disabilities research on ethnic minority students: An analysis of 22 years of studies published in selected refereed journals. Learning Disabilities Research and Practice, 12, 82–91.
- Artiles, A. J., Trent, S. C., & Palmer, J. (in press). Culturally diverse students in special education: Legacies and prospects. In J. A. Banks & C. M. Banks (Eds.), Handbook of research on multicultural education (2nd ed.). San Francisco: Jossey-Bass.
- Baker, J., & Zigmond, N. (1995). The meaning and practice of inclusion for students with learning disabilities: Themes and implications from the five case studies. Journal of Special Education, 29, 163–180.The meaning and practice of inclusion for students with learning disabilities: Themes and implications from the five case studies. Journal of Special Education 29:163–180.
- Barth, F. (1969). Ethnic groups and boundaries: The social organization of culture difference. Boston: Little Brown.Ethnic groups and boundaries: The social organization of culture difference.
- Cole, M., & Engestrom, Y. (1993). A cultural-historical approach to distributed cognition. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 1–46). New York: Cambridge University Press.A cultural-historical approach to distributed cognition. Distributed cognitions: Psychological and educational considerations.
- Comas-Díaz, L., Lykes, M. B., & Alarcón, R. D. (1998). Ethnic conflict and the psychology of liberation in Guatemala, Peru, and Puerto Rico. American Psychologist, 53, 778–792.Ethnic conflict and the psychology of liberation in Guatemala, Peru, and Puerto Rico. American Psychologist 53:778–792.
- Cook, B. G., Semmel, M. I., & Gerber, M. M. (1999). Attitudes of principals and special education teachers toward the inclusion of students with mild disabilities. Remedial and Special Education, 20, 199–207.Attitudes of principals and special education teachers toward the inclusion of students with mild disabilities. Remedial and Special Education 20:199–207.
- Daniels, S., & Lee, R. (Eds.). (1996). Exploring human geography: A reader. New York: Halstead Press.Exploring human geography: A reader.
- Delgado-Gaitán, C. (1994). Socializing young children in Mexican-American families: An intergenerational perspective. In P. Greenfield & R. Cocking (Eds.), Cross-cultural roots of minority child development (pp. 55–86). Hillsdale, NJ: Lawrence Erlbaum.Socializing young children in Mexican-American families: An intergenerational perspective. Cross-cultural roots of minority child development.
- Dien, D. S. (2000). The evolving nature of self-identity across four levels of history. Human Development, 43, 1–18.The evolving nature of self-identity across four levels of history. Human Development 43:1–18.
- Donovan, S., & Cross, C. (Eds.). (2002). Minority students in special and gifted education. Washington, DC: National Academy Press.Minority students in special and gifted education.
- Dunn, L. M. (1968). Special education for the mildly retarded: Is much of it justifiable? Exceptional Children, 35, 5–22.Special education for the mildly retarded: Is much of it justifiable? Exceptional Children 35:5–22.
- Dyson, A. (1999). Inclusion and inclusions: Theories and discourses in inclusive education. In H. Daniels & P. Garner (Eds.), World yearbook of education 1999: Inclusive education (pp. 36–53). London: Kogan Page.Inclusion and inclusions: Theories and discourses in inclusive education. World yearbook of education 1999: Inclusive education.
- Eagleton, T. (2000). The idea of culture. Oxford, Eng.: Blackwell.The idea of culture.
- Eisenhart, M. (2001). Changing conceptions of culture and ethnographic methodology: Recent thematic shifts and their implications for research on teaching. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 209–225). Washington, DC: American Educational Research Association.
- Elbaum, B., Vaughn, S., Hughes, M., & Watson-Moody, S. (1999). Grouping practices and reading outcomes for students with disabilities. Exceptional Children, 65, 399–415.Grouping practices and reading outcomes for students with disabilities. Exceptional Children 65:399–415.
- Engestrom, Y., Miettinen, R.,& Punamaki, R. (Eds.). (1999). Perspectives on activity theory. New York: Cambridge University Press.Perspectives on activity theory.
- Erickson, F. (1996). Inclusion into what? Thoughts on the construction of learning, identity, and affiliation in the general education classroom. In D. L. Speece & B. K. Keogh (Eds.), Research on classroom ecologies (pp. 91–105). Mahwah, NJ: Lawrence Erlbaum.
- Erickson, F. (2001). Culture in society and in educational practices. In J. Banks & C. M. Banks (Eds.), Multicultural education: Issues and perspectives (pp. 31–58). New York: Wiley.Culture in society and in educational practices. Multicultural education: Issues and perspectives.
- Ferguson, D. L. (1995). The real challenge of inclusion: Confessions of a rabid inclusionist. Phi Delta Kappan, 77, 281–287.The real challenge of inclusion: Confessions of a rabid inclusionist. Phi Delta Kappan 77:281–287.
- Ferguson, D. L., & Ferguson, P. M. (1997). Debating inclusion in Synecdoche, New York: A response to Gresham and MacMillan. Review of Educational Research, 67, 416–420.Debating inclusion in Synecdoche, New York: A response to Gresham and MacMillan. Review of Educational Research 67:416–420.
- Finn, J. D. (1982). Patterns in special education placement as revealed by the OCR surveys. In K. A. Heller, W. H. Holtzman, & S. Messick (Eds.), Placing children in special education: A strategy for equity (pp. 322–381). Washington, DC: National Academy Press.Patterns in special education placement as revealed by the OCR surveys. Placing children in special education: A strategy for equity.
- Foucault, M. (1986). Of other spaces. Diacritics, 16, 22–27.Of other spaces. Diacritics 16:22–27.
- Fuchs, D., & Fuchs, L. S. (1994). Inclusive schools movement and the radicalization of special education reform. Exceptional Children, 60, 294–309.Inclusive schools movement and the radicalization of special education reform. Exceptional Children 60:294–309.
- Fujiura, G. T., & Yamaki, K. (2000). Trends in demography of childhood poverty and disability. Exceptional Children, 66, 187–199.Trends in demography of childhood poverty and disability. Exceptional Children 66:187–199.
- Galeano, E. (1989). Las venas abiertas de América Latina. Mexico DF: Siglo Veintiuno Editores.Las venas abiertas de América Latina.
- Gallego, M. A., Cole, M., & Laboratory of Comparative Human Cognition. (2001). Classroom cultures and cultures in the classroom. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 951–997). Washington, DC: American Educational Research Association.
- Gándara, P., Maxwell-Jolly, J., García, E., Asato, J., Gutiérrez, K., Stritikus, T., & Curry, J. (2000, April). The initial impact of Proposition 227 on the instruction of English learners. Santa Barbara: University of California Linguistic Minority Research Institute.
- García, E. (1996). Preparing instructional professionals for linguistically and culturally diverse students. In J. Sikula (Ed.), Handbook of research on teacher education (pp. 802–812). New York: Macmillan.
- Gartner, A., & Lipsky, D. K. (1987). Beyond special education: Toward a quality system for all students. Harvard Educational Review, 57, 367–395.Beyond special education: Toward a quality system for all students. Harvard Educational Review 57:367–395.
- Geertz, C. (1983). Local knowledge: Further essays in interpretive anthropology. New York: Basic Books.Local knowledge: Further essays in interpretive anthropology.
- Gersten, R., Baker, S., Pugach, M., with Scanlon, D., & Chard, D. (2001). Contemporary research on special education teaching. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 695–722). Washington, DC: American Educational Research Association.
- Gottlieb, J., Alter, M., Gottlieb, B. W., & Wishner, J. (1994). Special education in urban America: It's not justifiable for many. Journal of Special Education, 27, 453–465.Special education in urban America: It's not justifiable for many. Journal of Special Education 27:453–465.
- Gutiérrez, K., Asato, J., Santos, M., & Gotanda, N. (2002). Backlash pedagogy: Language and culture and the politics of reform. Review of Education, Pedagogy, and Cultural Studies, 24, 335–351.Backlash pedagogy: Language and culture and the politics of reform. Review of Education, Pedagogy, and Cultural Studies 24:335–351.
- Handwerker, W. P. (2002). The construct validity of cultures: Cultural diversity, culture theory, and a method for ethnography. American Anthropologist, 104, 106–122.The construct validity of cultures: Cultural diversity, culture theory, and a method for ethnography. American Anthropologist 104:106–122.
- Hargreaves, A. (1995). Toward a social geography of teacher education. In N. K. Shimahara & I. Z. Holowinsky (Eds.), Teacher education in industrialized nations (pp. 3–40). New York: Garland.Toward a social geography of teacher education. Teacher education in industrialized nations.
- Heubert, J. P. (2002). Disability, race, and high-stakes testing of students. In D. J. Losen & G. Orfield (Eds.), Racial inequity in special education (pp. 137–165). Cambridge, MA: Harvard Education Press.Disability, race, and high-stakes testing of students. Racial inequity in special education.
- Individuals with Disabilities Education Act Amendments of 1997 (IDEA), 20 U.S.C. § 1400-87 (1997) (1994 & Supp. V 1999) (originally enacted as the Education for All Handicapped Children Act of 1975, Pub. L. No. 94-142, 89 Stat. 773).
- Irvine, J. J., & York, D. E. (1995). Learning styles and culturally diverse students: A literature review. In J. A. Banks & C. A. McGee Banks (Eds.), Handbook of research on multicultural education (pp. 484–497). New York: Macmillan.
- Jacob, E. (1995). Reflective practice and anthropology in culturally diverse classrooms. Elementary School Journal, 95, 451–463.Reflective practice and anthropology in culturally diverse classrooms. Elementary School Journal 95:451–463.
- Kahn, M. (2000). Thaiti intertwined: Ancestral land, tourist postcard, and nuclear test site. American Anthropologist, 102, 7–26.Thaiti intertwined: Ancestral land, tourist postcard, and nuclear test site. American Anthropologist 102:7–26.
- Kauffman, J. M., & Hallahan, D. P. (Eds.). (1995). The illusion of full inclusion. Austin, TX: Pro-Ed.The illusion of full inclusion.
- Keith, M., & Pile, S. (Eds.). (1993). Place and the politics of identity. New York: Routledge.Place and the politics of identity.
- Soja, E. W. (1996). Thirdspace: Journeys to Los Angeles and other real-and-imagined places. Oxford, Eng.: Blackwell.Thirdspace: Journeys to Los Angeles and other real-and-imagined places.
- Soodak, L. C., Podell, D. M., & Lehman, L. R. (1998). Teacher, student, and school attributes as predictors of teachers' responses to inclusion. Journal of Special Education, 31, 480–497.Teacher, student, and school attributes as predictors of teachers' responses to inclusion. Journal of Special Education 31:480–497.
- Stainback, W., & Stainback, S. (1991). Rationale for integration and restructuring: A synopsis. In J. W. Lloyd, A. C. Repp, & N. N. Singh (Eds.), The Regular Education Initiative: Alternative perspectives on concepts, issues, and models (pp. 225–239). Sycamore, IL: Sycamore.Rationale for integration and restructuring: A synopsis. The Regular Education Initiative: Alternative perspectives on concepts, issues, and models.
- Staub, N. (2000). On inclusion and the other kids: Here's what research shows so far about inclusion's effect on nondisabled students. Retrieved on March 1, 2001, from http://www.edc. org/urban http://www.edc. org/urban
- Shields, R. (2000). Lefebvre, love and struggle: Spatial dialectics. London: Routledge.Lefebvre, love and struggle: Spatial dialectics.
- Skrtic, T. M. (1991). The special education paradox: Equity as the way to excellence. Harvard Educational Review, 61, 148–206.The special education paradox: Equity as the way to excellence. Harvard Educational Review 61:148–206.
- Skrtic, T. M., Sailor, W., & Gee, K. (1996). Voice, collaboration, and inclusion: Democratic themes in educational and social reform initiatives. Remedial and Special Education, 17, 142–157.Voice, collaboration, and inclusion: Democratic themes in educational and social reform initiatives. Remedial and Special Education 17:142–157.
- Slee, R. (1996). Disability, social class and poverty: School structures and policing identities. In C. Christensen & F. Rizvi (Eds.), Disability and the dilemmas of education and justice (pp. 96–118). Buckingham, Eng.: Open University Press.Disability, social class and poverty: School structures and policing identities. Disability and the dilemmas of education and justice.
- Smith, D. D. (2001). Introduction to special education: Teaching in an age of opportunity (4th ed.). Boston: Allyn & Bacon.
- Soja, E. (1989). Postmodern geographies: The reassertion of space in critical social theory. New York: Verso.Postmodern geographies: The reassertion of space in critical social theory.
- Stone, C. A. (1993). What's missing in the metaphor of scaffolding? In E. A. Forman, N. Minick, & C. A. Stone (Eds.), Contexts for learning: Sociocultural dynamics in children's development (pp. 169–183). New York: Oxford University Press.What's missing in the metaphor of scaffolding? Contexts for learning: Sociocultural dynamics in children's development.
- Suárez-Orozco, C., & Suárez-Orozco, M. (1995). Transformations: Migration, family life, and achievement motivation among Latino adolescents. Stanford, CA: Stanford University Press.Transformations: Migration, family life, and achievement motivation among Latino adolescents.
- Tejeda, C. (2000). Mapping social space: A study of spatial production in an elementary classroom. (Doctoral dissertation, University of California, Los Angeles, 2000). Ann Arbor: UMI 2001, Microform 9993008.
- Trouillot, M. (1995). Silencing the past: Power and the production of history. Boston: Beacon Press.Silencing the past: Power and the production of history.
- U.S. Department of Education. (1997). Nineteenth annual report to Congress on the implementation of the IDEA. Washington, DC: Author.
- U.S. Department of Education. (1999). Twenty-first report to Congress on the implementation of the IDEA. Washington, DC: Author.
- Valencia, R. (Ed.). (1997). The evolution of deficit thinking. London: Falmer.The evolution of deficit thinking.
- Lefebvre, H. (1991). The production of space. Oxford, Eng.: Blackwell.The production of space.
- Lemke, J. L. (2000). Across the scales of time: Artifacts, activities, and meanings in ecosocial systems. Mind, Culture, and Activity, 7, 273–290.Across the scales of time: Artifacts, activities, and meanings in ecosocial systems. Mind, Culture, and Activity 7:273–290.
- Lipsky, D. K., & Gartner, A. (1996). Inclusion, school restructuring, and the remaking of American society. Harvard Educational Review, 66, 762–796.Inclusion, school restructuring, and the remaking of American society. Harvard Educational Review 66:762–796.
- Lipsky, D. K., & Gartner, A. (1999). Inclusive education: A requirement of a democratic society. In H. Daniels & P. Garner (Eds.), World yearbook of education 1999: Inclusive education (pp. 12–23). London: Kogan Page.Inclusive education: A requirement of a democratic society. World yearbook of education 1999: Inclusive education.
- Losen, D. J., & Orfield, G. (Eds.). (2002). Racial inequity in special education. Cambridge, MA: Harvard Education Press.Racial inequity in special education.
- Manset, G., & Semmel, M. I. (1997). Are inclusive programs for students with mild disabilities effective? A comparative review of model programs. Journal of Special Education, 31, 155–180.Are inclusive programs for students with mild disabilities effective? A comparative review of model programs. Journal of Special Education 31:155–180.
- McDonnell, L., McLaughlin, M. J., & Morison, P. (Eds.). (1997). Educating one and all: Students with disabilities and standards-based reform. Washington, DC: National Academy Press.Educating one and all: Students with disabilities and standards-based reform.
- McLaren, P. (1989). Life in schools. New York: Longman.Life in schools.
- McLaughlin, M. J., & Tilstone, C. (1999). Standards and curriculum: The core of educational reform. In M. J. McLaughlin & M. Rouse (Eds.), Special education and school reform in the United States and Britain (pp. 38–65). London: Routledge.Standards and curriculum: The core of educational reform. Special education and school reform in the United States and Britain.
- McLaughlin, M. J., Fuchs, L., & Hardman, M. (1999). Individual rights to education and students with disabilities: Some lessons from U.S. policy. In H. Daniels & P. Garner (Eds.), World yearbook of education 1999: Inclusive education (pp. 24–35). London: Kogan Page.Individual rights to education and students with disabilities: Some lessons from U.S. policy. World yearbook of education 1999: Inclusive education.
- McLaughlin, M. J., Henderson, K., & Rhim, L. M. (1998, September). Snapshots of reform: How five local districts are interpreting standards-based reform for students with disabilities. Alexandria, VA: Center for Policy Research.Snapshots of reform: How five local districts are interpreting standards-based reform for students with disabilities.
- McLeskey, J., Henry, D., & Axelrod, M. I. (1999). Inclusion of students with learning disabilities: An examination of data from reports to Congress. Exceptional Children, 66, 55–66.
- McLoyd, V. C. (1998). Socioeconomic disadvantage and child development. American Psychologist, 53, 185–204.Socioeconomic disadvantage and child development. American Psychologist 53:185–204.
- Mehan, H., Hartwick, A., & Meihls, J. L. (1986). Handicapping the handicapped: Decisionmaking in students' educational careers. Stanford, CA: Stanford University Press.Handicapping the handicapped: Decisionmaking in students' educational careers.
- Minow, M. (1990). Making all the difference: Inclusion, exclusion, and American law. Ithaca, NY: Cornell University Press.Making all the difference: Inclusion, exclusion, and American law.
- Mortweet, S. L., Utley, C. A., Walker, D., Dawson, H. L., Delquadri, J. C., Reddy, S. S., Greenwood, C. R., Hamilton, S., & Ledford, D. (1999). Classwide peer tutoring: Teaching students with mild mental retardation in inclusive classrooms. Exceptional Children, 65, 524–536.Classwide peer tutoring: Teaching students with mild mental retardation in inclusive classrooms. Exceptional Children 65:524–536.
- Nespor, J. (1994). Knowledge in motion: Space, time, and curriculum in undergraduate physics and management. London: Falmer Press.Knowledge in motion: Space, time, and curriculum in undergraduate physics and management.
- Ogbu, J. U. (1992). Understanding cultural diversity and learning. Educational Researcher, 21(8), 5–14.Understanding cultural diversity and learning. Educational Researcher 21:5–14.
- Ortiz, A. A. (1997). Learning disabilities occurring concomitantly with linguistic differences. Journal of Learning Disabilities, 30, 321–332.Learning disabilities occurring concomitantly with linguistic differences. Journal of Learning Disabilities 30:321–332.
- Oswald, D. P., Coutinho, M. J., & Best, A. M. (2002). Community and school predictors of overrepresentation of minority children in special education. In D. J. Losen & G. Orfield (Eds.), Racial inequity in special education (pp. 1–13). Cambridge, MA: Harvard Education Press.Community and school predictors of overrepresentation of minority children in special education. Racial inequity in special education.
- Oswald, D. P., Coutinho, M. J., Best, A. M., & Singh, N. N. (1999). Ethnic representation in special education: The influence of school-related economic and demographic variables. Journal of Special Education, 32, 194–206.Ethnic representation in special education: The influence of school-related economic and demographic variables. Journal of Special Education 32:194–206.
- Parrish, T. (2002). Racial disparities in the identification, funding, and provision of special education. In D. J. Losen & G. Orfield (Eds.), Racial inequity in special education (pp. 15–37). Cambridge, MA: Harvard Education Press.Racial disparities in the identification, funding, and provision of special education. Racial inequity in special education.
- Poniatowska, E. (1985). Fuerte es el silencio. Mexico DF: Ediciones ERA.Fuerte es el silencio.
- Pugach, M., & Lilly, S. (1984). Reconceptualizing support services for classroom teachers: Implications for teacher education. Journal of Teacher Education, 35, 48–55.
- Reschly, D. J. (1997). Disproportionate minority representation in general and special education: Patterns, issues, and alternatives. Des Moines: Iowa Department of Education.Disproportionate minority representation in general and special education: Patterns, issues, and alternatives.
- Reynolds, M. C., & York, J. L. (1996). Special education and inclusion. In J. Sikula (Ed.), Handbook of research on teacher education (pp. 820–836). New York: Macmillan.
- Rizvi, F., & Lingard, B. (1996). Disability, education and the discourses of justice. In C. Christensen & F. Rizvi (Eds.), Disability and the dilemmas of education and justice (pp. 9–26). Buckingham, Eng.: Open University Press.Disability, education and the discourses of justice. Disability and the dilemmas of education and justice.
- Rogoff, B., & Angelillo, C. (2002). Investigating the coordinated functioning of multifaceted cultural practices in human development. Human Development, 45, 211–225.Investigating the coordinated functioning of multifaceted cultural practices in human development. Human Development 45:211–225.
- Rosaldo, R. (1984). Comments. Current Anthropology, 25, 293–294.Comments. Current Anthropology 25:293–294.
- Rueda, R., Artiles, A. J., Salazar, J., & Higareda, I. (2002). An analysis of special education as a response to the diminished academic achievement of Chicano/Latino students: An update. In R. R. Valencia (Ed.), Chicano school failure and success: Past, present, and future (2nd ed., pp. 310–332). London: Routledge/Falmer.
- Scribner, S. (1985). Vygotsky's uses of history. In J. V. Wertsch (Ed.), Culture, communication, and cognition (pp. 119–145). New York: Cambridge University Press.Vygotsky's uses of history. Culture, communication, and cognition.
- Seed, P. (2001). American pentimiento. Minneapolis: University of Minnesota Press.American pentimiento.
- Sheriff, R. E. (2000). Exposing silence as cultural censorship: A Brazilian case. American Anthropologist, 102, 114–132.Exposing silence as cultural censorship: A Brazilian case. American Anthropologist 102:114–132.
- Harry, B., Klingner, J., Sturges, K. M., & Moore, R. F. (2002). Of rocks and soft places: Using qualitative methods to investigate disproportionality. In D. J. Losen & G. Orfield (Eds.), Racial inequity in special education (pp. 71–92). Cambridge, MA: Harvard Education Press.Of rocks and soft places: Using qualitative methods to investigate disproportionality. Racial inequity in special education.
- Heath, S. B. (1983). Ways with words: Language, life and work in communities and classrooms. Cambridge, Eng.: Cambridge University Press.Ways with words: Language, life and work in communities and classrooms.
- Hehir, T. (2002). IDEA and disproportionality: Federal enforcement, effective advocacy, and strategies for change. In D. J. Losen & G. Orfield (Eds.), Racial inequity in special education (pp. 219–238). Cambridge, MA: Harvard Education Press.IDEA and disproportionality: Federal enforcement, effective advocacy, and strategies for change. Racial inequity in special education.
- Heller, K. A., Holtzman, W. H., & Messick, S. (Eds.). (1982). Placing children in special education: A strategy for equity. Washington, DC: National Academy Press.Placing children in special education: A strategy for equity.
- Wang, M. C., & Walberg, H. J. (1988). Four fallacies of segregationism. Exceptional Children, 55, 128–137.Four fallacies of segregationism. Exceptional Children 55:128–137.
- Will, M. (1984). Let us pause and reflect — but not too long. Exceptional Children, 51(1), 11–16.Let us pause and reflect — but not too long. Exceptional Children 51:11–16.
- Williams, R. (1983). Culture and society. New York: Columbia University Press.Culture and society.
- Willis, P. (1977). Learning to labor: How working class kids get working class jobs. New York: Columbia University Press.Learning to labor: How working class kids get working class jobs.
- Zeichner, K. M., & Hoeft, K. (1996). Teacher socialization for cultural diversity. In J. Sikula, T. J. Buttery, & E. Guyton (Eds.), The handbook of research on teacher education (pp. 525–547). New York: Macmillan.
- Vanderwood, M., McGrew, K. S., & Ysseldyke, J. E. (1998). Why we can't say much about students with disabilities during education reform. Exceptional Children, 64, 359–370.Why we can't say much about students with disabilities during education reform. Exceptional Children 64:359–370.
- Varenne, H. (1984). Collective representation in American anthropological conversations: Individual and culture. Current Anthropology, 25, 281–291.Collective representation in American anthropological conversations: Individual and culture. Current Anthropology 25:281–291.
- Varenne, H., & McDermott, R. (Eds.). (1999). Successful failure: The school America builds. Boulder, CO: Westview Press.Successful failure: The school America builds.
- Villa, R. A., & Thousand, J. S. (Eds.). (1995). Creating an inclusive school. Alexandria, VA: Association for Supervision and Curriculum Development.Creating an inclusive school.
- Viswanathan, G. (Ed.). (2001). Power, politics, and culture: Interviews with Edward W. Said. New York: Pantheon.Power, politics, and culture: Interviews with Edward W. Said.
- Vogt, L., Jordan, C., & Tharp, R. (1993). Explaining school failure, producing school success: Two cases. In E. Jacob & C. Jordan (Eds.), Minority education: Anthropological perspectives (pp. 53–65). Norwood, NJ: Ablex.Explaining school failure, producing school success: Two cases. Minority education: Anthropological perspectives.
- Wagner, M., Blackorby, J., Cameto, R., Hebbler, K., & Newman, L. (1993). The transition experiences of young people with disabilities: A summary of findings from the national longitudinal transition study of special education students. Menlo Park, CA: SRI International.The transition experiences of young people with disabilities: A summary of findings from the national longitudinal transition study of special education students.
- Walker, V. S. (1999). Culture and commitment: Challenges for the future training of education researchers. In E. C. Lagemann & L. S. Shulman (Eds.), Issues in education research: Problems and possibilities (pp. 224–244). San Francisco: Jossey-Bass.Culture and commitment: Challenges for the future training of education researchers. Issues in education research: Problems and possibilities.
In this issue
Special Education's Changing Identity: Paradoxes and Dilemmas in Views of Culture and Space
ALFREDO ARTILES
Harvard Educational Review Jul 2003, 73 (2) 164-202; DOI: 10.17763/haer.73.2.j78t573x377j7106
Jump to section
Related Articles
- No related articles found.
Cited By...
- No citing articles found.




