Faculty Profiles

Pérez de Miles, A. (2025). Disrespectfully Latinx & Chicanx: The Languaging of Non-binary, Trans, & People of Color. Studies in Art Education, 66(3300-), 300–318.

Pérez de Miles, A., Libersat, J. U., & Jenkins, K. (2024). Libretto in four acts: Tactics for art walking in public spaces. In A. I. Baldus, R. L. Irwin, D. T. Barney, N. Y. S. Lee, J. M. Ursino, & Z. Valiary Eskandary (Eds.), Pedagogical propositions: Playfully walking with a/r/tography: Vol. 2. Essays. (pp. 162–185). Viseu, Portugal: InSEA Publications. https://doi.org/10.24981/2024-PPPWESS

Keifer-Boyd, K., Knight, W. B., Pérez de Miles, A., Lin, Y., Holt, A., & Ehrlich, C. (2023). Teaching and assessing social justice art education: Power, politics, and possibilities. Routledge.

Pérez de Miles, A. (2022). Where is the Border? In M. A. Sherman & J. A. Reed (Eds.), Otherwise it would be just another river: Ten years of Borderland Collective’s practice in collaboration and dialogue (pp. 48–64). Leipzig, Germany: Spector Book.

Keifer-Boyd, K., Hoeptner-Poling, L., Klein, S., Knight, W. B., & Pérez de Miles, A. (2021). NAEA Women’s Caucus Lobby Activism: Feminism(s) + art education. Reston, VA, U.S.A.: National Art Education Association.

Klein, S., Pérez de Miles, A., Keifer-Boyd, K., Hoeptner Poling, L., & Knight, W. B. (2021). Enacting change: Bridging, dialoguing, Wikistorming, caring, collaborating (Lobby Activism Event 2009). In K. Keifer-Boyd, L. Hoeptner Poling, S. Klein, W. B. Knight, & A. Pérez de Miles (Eds.), NAEA Women’s Caucus Lobby Activism: Feminism(s) + Art Education. (pp. 313–321). National Art Education Association.

Jenkins, K., & Pérez de Miles, A. (2021, June). Expanding voices and visions. NAEA News. National Art Education Association.

Jenkins, K., & Pérez de Miles, A. (2021, April). Physically distant, united in celebration. NAEA News. National Art Education Association.

Jenkins, K., & Pérez de Miles, A. (2021, February). Be the leader you want to see. NAEA News. National Art Education Association.

Pérez de Miles, A. (2021). Grab ‘Em by the pussy: The (re)design of injurious speech acts | actions (Lobby Activism Event 2015). In K. Keifer-Boyd, L. Hoeptner Poling, S. Klein, W. B. Knight, & A. Pérez de Miles (Eds.), NAEA Women’s Caucus Lobby Activism: Feminism(s) + Art Education (pp. 129–137). National Art Education Association.

Pérez de Miles, A. (2021). Decolonial seeing and knowing (Lobby Activism Event 2008). In K. Keifer-Boyd, L. Hoeptner Poling, S. Klein, W. B. Knight, & A. Pérez de Miles (Eds.), NAEA Women’s Caucus Lobby Activism: Feminism(s) + Art Education (pp. 348–355). National Art Education Association.

Pérez de Miles, A., & Jenkins, K. (2020, October). Intersectional Coalitions in the Women’s Caucus Communities. https://doi.org/https://doi.org/10.1080/01606395.2020.1809239

Pérez de Miles, A., & Jenkins, K. (2020, August). Women’s Caucus Interest Group. https://doi.org/https://doi.org/10.1080/01606395.2020.1778962

Pérez de Miles, A. (2019). Street art interventions: Nuclear cake & atomic ray goats on the Rez. In A. Wexler & V. Sabbaghi (Eds.), Bridging communities through socially engaged art (pp. 204–210). New York, NY.: Routledge.

Pérez de Miles, A. (2019). Unbound philosophies & histories: Epistemic disobedience in contemporary Latin American art. In J. Baldacchino (Ed.), The International Encyclopedia of Art and Design Education, Histories and Philosophies of Art & Design Education. (Vol. 1, pp. 1–20). United States: Wiley-Blackwell and the National Society of Art and Design Education (NSEAD). https://doi.org/https://doi.org/10.1002/9781118978061.ead039

Pérez de Miles, A. (2018). The social expulsion of the migrant: Aesthetic and tactical interventions. Journal of Social Theory in Art Education (JSTAE), 38, 5–15.

Pérez de Miles, A. (2018). Journey notes of Panamerica: The social practices of art—a conversation between Pablo Helguera and Adetty Pérez de Miles. In E. Gonzales & S. Reisman (Eds.), Mobilizing Pedagogy: Two Social Practice Projects in the Americas by Pablo Helguera and Suzanne Lacy (pp. 25–33). Amherst, MA.: Amherst Press.

Pérez de Miles, A. (2018). Double entendre [essay for Exhibition Catalog, Julie Libersat’s “Paved Paradise”]. Women & Their Work. Austin, TX.

Pérez de Miles, A., & Kalin, N. (2018). Speculative realism(s) objects / matter / entanglements of art and design education: Special Issue. International Journal of Education through Art, 14(1), 3–12.

Pérez de Miles, A. (2017). Nasty women: The right to appear together. Visual Culture & Gender (VCG), 12, 7–16.

Pérez de Miles, A., & Peck, S. (2017). Exhibition as curriculum: Creative activity as a human right. Art Education, 70(4), 60–64.

Pérez de Miles, A. (2017). Transformations – The performativity of being contemporary and indigenous, the aesthetic and pedagogical impulses in the work of Virgil Ortiz. In C. Ballengee-Morris & K. Staikidis (Eds.), Transforming our practices: Indigenous art, pedagogies, and philosophies (pp. 211–217). Alexandria, VA: National Art Education Association.

Pérez de Miles, A. (2016). The antinomy of autonomy and heteronomy in contemporary art practices. Special Issue: Ranciére, Art Education, and Politics., 4(5), 43–60.

Pérez de Miles, A., & Libersat, J. (2016). ROAM: Walking, mapping, and play: Wanderings in art and art education. Studies in Art Education, 57(4), 341–357.

Pérez de Miles, A., Sosnowski, K., & Biazus, C. (2016). Change and interchange in virtual learning environments: Aesthetic activity and video letters produced by Brazil and U.S. students in visual studies education. Computers in Education: Theory & Practice, 19(1), 29–40.

Pérez de Miles, A., Keifer-Boyd, K., Ehrlich, C., Knight, W. B., & Sotomayor, L. (2016). Curricular encounters with Linda Stein’s Holocaust heroes: Fierce females. Holocaust Heroes: Fierce Females, 71–75.

Pérez de Miles, A. (2015). Dislocating “Latin American” art. In S. Schonmann (Ed.), International yearbook for research in arts education (Vol. 3, pp. 170–175). Munster, Germany: Waxmann Verlag GmbH.

Pérez de Miles, A. (2014). Artificial-Life and emergent art practices: Changes in contemporary art, aesthetic forms, and modes of participation.

Pérez de Miles, A. (2013). An oppositional reading of patriarchy, love, neo-colonialism, and anthropophagy. “How Tasty Was My Little Frenchman.,” 8, 104–114.

Pérez de Miles, A. (2012). “Silencing” the powerful and “giving” voice to the “disempowered:” Ethical considerations of a dialogic pedagogy. Journal of Social Theory in Art Education, 32, 112–127.

Pérez de Miles, A. (2011). Revolución/institución, arte público y responsabilidad: Los encuentros dialógicos y transnacionales de la escuela panaméricana del desasosiego. In P. Helguera (Ed.), The school of panamerican unrest: An anthology of documents (la Escuela panaméricana del desasosiego: Antología de documentos (pp. 184–195). New York, NY: Jorge Pinto Books.

Pérez de Miles, A. (2010). Dialogic encounters as art education. Studies in Art Education, 51(4), 375–379.

Pérez de Miles, A. (2008). Modern art and the kindergartner. School Arts.

Pérez de Miles, A. (2006). Lourdes Portillo’s “Señorita Extraviada,” hegemonic power, gender, and murder (feminicidio) in the Mexico-U.S. frontera. International Journal of Education Through Art, 2(1), 5–15.

Pérez de Miles, A. (2006). Interdisciplinary dialogues in art education: Gender & feminist studies. INSEA.

Pérez de Miles, A. (2005). The body and memory: Spaces of dialogic pedagogy in Coco Fusco’s “The Incredible Disappearing Women.” The Pennsylvania State University Libraries.

Pérez de Miles, A. (2004). Mining and bridging post-structural theory in the analysis of the U.S.-Mexico borderlands.