Graduate School of Education
Showing 21-27 of 27 Results
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Lucas Arribas Layton
Lecturer
BioLucas Arribas Layton brings over 20 years of experience working in the fields of education and international development mainly with World Bank and the US Government. Mr Arribas Layton is a dual national, born in Spain and raised between rural Castilla and urban California, where he arrived as a three-year old. Mr. Arribas Layton started his career as a public-school teacher while at Harvard University, but soon yielded to the call of international service, joining the Peace Corps as a family hillside farming extentionist in Honduras. He earned a Master’s degree and also meet his wife, Janet Holt, at Stanford, in the International Comparative Education program, focusing on bilingual intercultural education of the Mapuche in Chile. Mr Arribas Layton served in Peace Corps again, this time with his wife in Mozambique, as Portuguese speaking secondary school teachers. Mr Arribas Layton holds a PhD, conferred by UCLA for research on Education for Sustainable Development in India. He has worked for the World Bank, supporting education projects in South Sudan and Ethiopia, and returned to work for the Peace Corps as a programming specialist at headquarters in Washington DC and then as overseas staff on the tropical Pacific islands of Micronesia. He most recently worked for Room to Read, San Francisco, supporting libraries, literacy, and girls’ education in Southeast Asia, South Asia, and, Africa, and the US Government, as a Foreign Service Officer awaiting assignment to Zambia. Mr. Arribas Layton is a proud father of three children: 3rd grader Isabel, 1st grader Thomas, and little Gabriel, now three and full of vim and vigor. Mr Arribas Layton loves family, discovering history, exploring diverse geographies and cultures, and striving for a more sustainable and peaceful future.
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Alfredo J. Artiles
Lee L. Jacks Professor of Education
BioDr. Artiles is the Lee L. Jacks Professor of Education. His scholarship examines the dual nature of disability as an object of protection and a tool of stratification. Professor Artiles studies how protections afforded by disability status can unwittingly stratify educational opportunities for racialized groups and is advancing responses to these inequities. For instance, he is studying the cultural-historical contexts of racial disparities in special education and whether a disability diagnosis is associated with differential consequences for minoritized groups (e.g., segregation, quality and type of services). He and his colleagues have led national and regional technical assistance initiatives at the state and school district levels to address these equity paradoxes. Current research projects include:
* Examining the role of socio-cultural influences (e.g., histories of racial inequities in communities and schools) in educators’ interpretations and responses to chronic school district citations for racial disparities in special education.
* Mapping the changing meanings of “disability” and “inclusive education” and the ways in which disability-race intersections become visible or invisible across identification policies, practices and settings at the district and school levels.
* Piloting a participatory model with youth of color with/without disabilities grounded in the arts and humanities to (re)structure school discipline policies and practices.
* Documenting how teachers and other school professionals decide whether dual language learners' academic or behavioral difficulties are related to disabilities.
* Analyzing equity consequences of inclusive education implementation in Global South nations.
Dr. Artiles received an honorary doctorate from the University of Göteborgs (Sweden) and is Honorary Professor at the University of Birmingham (United Kingdom). He served on the Obama White House Advisory Commission on Educational Excellence for Hispanics. Dr. Artiles is an elected member of the American Academy of Arts & Sciences, the National Academy of Education and Fellow of the American Educational Research Association (AERA), the Learning Policy Institute and the National Education Policy Center. He was a resident fellow at the Center for Advanced Study in the Behavioral Sciences. He was elected AERA Vice-President to lead its Social Context of Education Division. Dr. Artiles has received numerous awards for his scholarly work and mentoring activities, including AERA’s Palmer O. Johnson Award, the AERA Review of Research Award, and Mentoring Awards from AERA’s Division on Social Contexts of Education, the Spencer Foundation, and Arizona State University. He was selected Distinguished Alumni from the University of Virginia School of Education. Professor Artiles has served on consensus study panels of the National Academies of Sciences, Engineering and Medicine focusing on English learners, the Future of Educational Research, and Opportunity Gaps for Young Children.
