TY - JOUR
T1 - Special education's changing identity
T2 - Paradoxes and dilemmas in views of culture and space
AU - Artiles, Alfredo J.
PY - 2003
Y1 - 2003
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=0038103808&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=0038103808&partnerID=8YFLogxK
U2 - 10.17763/haer.73.2.j78t573x377j7106
DO - 10.17763/haer.73.2.j78t573x377j7106
M3 - Review article
AN - SCOPUS:0038103808
SN - 0017-8055
VL - 73
SP - 164-202+247
JO - Harvard Educational Review
JF - Harvard Educational Review
IS - 2
ER -