Refereed Book chapters
Gagné, A., Herath, S. & Valencia, M. (2024). A multi ethnography on identity transformation through the phases of mentoring for scholarly publication. In P. Habibie & R. Kohls (Eds.) Mentorship in scholarly publication: Narratives and practices. Routledge.
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Herath, S. (2022). Criticality and Inclusivity in Teacher Education: A Personal Journey of Growth and Transformation. In A. Gagne, A. Kalan, & S. Herath (Eds.), Critical action research challenging neoliberal language and literacies education: Auto and duo ethnographies of global experiences (pp. 65 – 79). New York: Peter Lang.
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Valencia, M., Herath, S. & Gagné, A. (2020). Unpacking professional identity: The use of multimodal identity texts and duoethnographies in language teacher education. In Yazan, B. & Lindahl, K (Eds.) Language Teacher Identity in TESOL: Teacher Education and Practice as Identity Work (pp. 101 – 121). Oxford: Taylor & Francis.
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Gagné, A. Herath, S., & Valencia, M. (2018). Exploring privilege and marginalization in ELT: A trio-ethnography of three diverse educators. In Yazan, B. & Rudolph, N. (Eds.) Criticality, teacher identity and (in)equality in English language teaching: Issues and implications (pp. 237 – 256). Dordrecht, The Netherlands: Springer.
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Gagné, A. Herath, S., & Valencia, M. (2017). Strategies to engage and transform teacher learners in an online course. In J. Cummings & M. Blatherwick (eds.), Creative Practices in Curriculum and Teaching in the 21st Century (pp. 331 – 344). Boston: Sense Publishers.
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Herath, S. & Valencia, M. (2015). Neither “a Complete Insider” nor “a Complete Outsider”: autoethnographies of two teacher-educators-in-the-making. In Y.L Cheung, S. Ben Said, & K. Park (Eds.), Advances and Current Trends in Language Teacher Identity Research. London: Routledge.
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Herath, S., Gagne, A. & Valencia, M. (2023). At the Nexus of Creativity, Culture, Innovation and Motivation in Diverse Glocal
Teacher Education Contexts. In Unpacking Creativity: Culture, Innovation, and Motivation in Global Contexts Research
papers on knowledge, innovation and enterprise.
Gagne, A., Herath, S. & Kalan, A. (2022). Pathways to challenge the neoliberal constriction of education: An introductory multi-
ethnography. In A. Gagne, A. Kalan, & S. Herath (Eds.), Critical action research challenging neoliberal language and
literacies education: Auto and duo ethnographies of global experiences (pp. 5 – 43). New York: Peter Lang. *
Gagne, A., Herath, S. & Kalan, A. (2022). Widening the paths to challenge the neoliberal constriction of language and literacies
education: Our concluding multiethnography. In A. Gagne, A. Kalan, & S. Herath (Eds.), Critical action research challenging
neoliberal language and literacies education: Auto and duo ethnographies of global experiences (pp. 289 – 300). New York:
Peter Lang.
Herath, S. (2018). Professional development (PD) of language teacher educators: The changing scope and role of action research.
In S. Herath & I. Smith (Eds.). Action research and its role in teacher educators’ professional development (pp. 10- 18).
Colombo: British Council.
Gagné, A. Herath, S., & Valencia, M. (2017). Autobiographical creation: A powerful professional development strategy for teachers.
In J. Cummings & M. Blatherwick (eds.), Creative Practices in Curriculum and Teaching in the 21st Century (pp. 117 – 130).
Boston: Sense Publishers.
Herath, S. (2017). Action research: A route to inclusion and social cohesion. In M. Froggett and S. Herath (Eds.), Action research in
Sri Lanka: A route to inclusion and social cohesion (pp. 9 - 19). Colombo: British Council.
Davies, L., Herath, S. & Sethunga, P. (2016). The National Policy on Education for Social Cohesion and Peace: Strategies towards
sustainable peace. Colombo: Ministry of Education, Sri Lanka.
Herath, S. (2016). Reflection towards transformation. In M. Froggett & S. Herath (Eds.) English language teacher research
partnerships: A collection of papers from the Sri Lankan context (pp. 9 - 16). Colombo: British Council Sri Lanka.
Herath, S. (2012). Facilitating academic listening comprehension in the Sri Lankan context: From theory to practice. Journal of
Humanities and Social Sciences, 7, 27-42.
Teacher Education Contexts. In Unpacking Creativity: Culture, Innovation, and Motivation in Global Contexts Research
papers on knowledge, innovation and enterprise.
Gagne, A., Herath, S. & Kalan, A. (2022). Pathways to challenge the neoliberal constriction of education: An introductory multi-
ethnography. In A. Gagne, A. Kalan, & S. Herath (Eds.), Critical action research challenging neoliberal language and
literacies education: Auto and duo ethnographies of global experiences (pp. 5 – 43). New York: Peter Lang. *
Gagne, A., Herath, S. & Kalan, A. (2022). Widening the paths to challenge the neoliberal constriction of language and literacies
education: Our concluding multiethnography. In A. Gagne, A. Kalan, & S. Herath (Eds.), Critical action research challenging
neoliberal language and literacies education: Auto and duo ethnographies of global experiences (pp. 289 – 300). New York:
Peter Lang.
Herath, S. (2018). Professional development (PD) of language teacher educators: The changing scope and role of action research.
In S. Herath & I. Smith (Eds.). Action research and its role in teacher educators’ professional development (pp. 10- 18).
Colombo: British Council.
Gagné, A. Herath, S., & Valencia, M. (2017). Autobiographical creation: A powerful professional development strategy for teachers.
In J. Cummings & M. Blatherwick (eds.), Creative Practices in Curriculum and Teaching in the 21st Century (pp. 117 – 130).
Boston: Sense Publishers.
Herath, S. (2017). Action research: A route to inclusion and social cohesion. In M. Froggett and S. Herath (Eds.), Action research in
Sri Lanka: A route to inclusion and social cohesion (pp. 9 - 19). Colombo: British Council.
Davies, L., Herath, S. & Sethunga, P. (2016). The National Policy on Education for Social Cohesion and Peace: Strategies towards
sustainable peace. Colombo: Ministry of Education, Sri Lanka.
Herath, S. (2016). Reflection towards transformation. In M. Froggett & S. Herath (Eds.) English language teacher research
partnerships: A collection of papers from the Sri Lankan context (pp. 9 - 16). Colombo: British Council Sri Lanka.
Herath, S. (2012). Facilitating academic listening comprehension in the Sri Lankan context: From theory to practice. Journal of
Humanities and Social Sciences, 7, 27-42.
Refereed Journal Articles
Herath, S., Kermani, S. & Nguyen, T. (Under review). Exploring teacher identities through creative autobiographies in
second language teacher education, TESOL Journal.
Gagne, A., Herath, S., Kalan, Y., Ortega, Y. & Mendinueta, N. (Under review). Teacher Education. Growth Across Rhizomatic
Landscapes of Praxis. Journal of Transformative Education.
Herath, S. & Tejada-Sanchez, I. (Under review). Uncovering language teacher educators’ collective and individual identities
in times of change. TESOL Journal.
Fowler, A. Gagne, A., McIntosh, M., Herath, S., Kim, J., Baxan, V. & Danilina, E. (2023). Let’s talk about writing support for
plurilingual graduate students: A critical analytical collaborative auto-ethnography, TESL Canada.
Herath, S. (2023). Infusing creativity into peace-building: Insights from Sri Lanka. Journal of Peace Education.
https://doi.org/10.1080/17400201.2023.2227102
Herath, S. (2023). Visualizing identity: The potential of identity portraits in developing inclusive teaching selves in post-
conflict reconciliation. Comparative Education Review, 67 (3). https://doi-org.uml.idm.oclc.org/10.1086/725454
Herath, S (2023) Reconciliation or the Reproduction of the Status Quo? Teacher Experiences from Post-war Sri Lanka,
Peace Review: A Journal of Social Justice DOI: 10.1080/10402659.2023.2178255
Herath, S. (2023). Culturally responsive peace education: Teacher preparation for post-war societies, Peace Review: A
Journal of Social Justice, 35, 524–535 DOI:10.1080/10402659.2023.2236567
Herath, S. (2020): The discursive construction of ethnic hierarchies in textbooks in a time of post-conflict reconciliation,
Compare: A Journal of Comparative and International Education, DOI: 10.1080/03057925.2019.170980
Herath, S.M. (2020). The impact of language learning experiences on language teachers’ professional practices: a case
study of two language biographies. Sri Lanka Journal of Social Sciences, 43(2), pp.73–84.
DOI:http://doi.org/10.4038/sljss.v43i2.7952
Ranasuriya, D.L. and Herath, S.M. (2020). A Needs Analysis on the language skills required by the industry from vocational
graduates. Sri Lanka Journal of Social Sciences, 43(2), pp.85–98. DOI: http://doi.org/10.4038/sljss.v43i2.7932
Herath, S., (2020). Inclusivity and Diversity in ELT Material: Critical Textual Analysis as a Pedagogical Tool. OUSL Journal,
15(1), pp.7–25. DOI: http://doi.org/10.4038/ouslj.v15i1.7470
Ranasuriya, D. & Herath S. (2019) “English? A need? A Closer Examination of the Perceptions of Mechatronics
Undergraduates at a Vocational University on the Need for English Language Skills for Academic Purposes”,
ColomboArts Journal of Social Sciences and Humanities, 4 (I) Available at: https://colomboarts.cmb.ac.lk/?p=474
Herath, S.M. (2019). The Complexity and Fear of Teaching the “Other”: The Role of Teachers in a Larger Process of Social
Cohesion and Peace. OUSL Journal, 14(1), pp.81–102. DOI: http://doi.org/10.4038/ouslj.v14i1.7447
Valencia, M. & Herath, S. (2015). Multimodal identity texts as mediational spaces in researching PhD students’ critical
teacher-researcher selves. Intercultural Education. 26(6), 547-56.
Herath, S. (2015). Language policy, ethnic tensions, and linguistic rights in post-war Sri Lanka. Language Policy, 14(2), 245-
261.
second language teacher education, TESOL Journal.
Gagne, A., Herath, S., Kalan, Y., Ortega, Y. & Mendinueta, N. (Under review). Teacher Education. Growth Across Rhizomatic
Landscapes of Praxis. Journal of Transformative Education.
Herath, S. & Tejada-Sanchez, I. (Under review). Uncovering language teacher educators’ collective and individual identities
in times of change. TESOL Journal.
Fowler, A. Gagne, A., McIntosh, M., Herath, S., Kim, J., Baxan, V. & Danilina, E. (2023). Let’s talk about writing support for
plurilingual graduate students: A critical analytical collaborative auto-ethnography, TESL Canada.
Herath, S. (2023). Infusing creativity into peace-building: Insights from Sri Lanka. Journal of Peace Education.
https://doi.org/10.1080/17400201.2023.2227102
Herath, S. (2023). Visualizing identity: The potential of identity portraits in developing inclusive teaching selves in post-
conflict reconciliation. Comparative Education Review, 67 (3). https://doi-org.uml.idm.oclc.org/10.1086/725454
Herath, S (2023) Reconciliation or the Reproduction of the Status Quo? Teacher Experiences from Post-war Sri Lanka,
Peace Review: A Journal of Social Justice DOI: 10.1080/10402659.2023.2178255
Herath, S. (2023). Culturally responsive peace education: Teacher preparation for post-war societies, Peace Review: A
Journal of Social Justice, 35, 524–535 DOI:10.1080/10402659.2023.2236567
Herath, S. (2020): The discursive construction of ethnic hierarchies in textbooks in a time of post-conflict reconciliation,
Compare: A Journal of Comparative and International Education, DOI: 10.1080/03057925.2019.170980
Herath, S.M. (2020). The impact of language learning experiences on language teachers’ professional practices: a case
study of two language biographies. Sri Lanka Journal of Social Sciences, 43(2), pp.73–84.
DOI:http://doi.org/10.4038/sljss.v43i2.7952
Ranasuriya, D.L. and Herath, S.M. (2020). A Needs Analysis on the language skills required by the industry from vocational
graduates. Sri Lanka Journal of Social Sciences, 43(2), pp.85–98. DOI: http://doi.org/10.4038/sljss.v43i2.7932
Herath, S., (2020). Inclusivity and Diversity in ELT Material: Critical Textual Analysis as a Pedagogical Tool. OUSL Journal,
15(1), pp.7–25. DOI: http://doi.org/10.4038/ouslj.v15i1.7470
Ranasuriya, D. & Herath S. (2019) “English? A need? A Closer Examination of the Perceptions of Mechatronics
Undergraduates at a Vocational University on the Need for English Language Skills for Academic Purposes”,
ColomboArts Journal of Social Sciences and Humanities, 4 (I) Available at: https://colomboarts.cmb.ac.lk/?p=474
Herath, S.M. (2019). The Complexity and Fear of Teaching the “Other”: The Role of Teachers in a Larger Process of Social
Cohesion and Peace. OUSL Journal, 14(1), pp.81–102. DOI: http://doi.org/10.4038/ouslj.v14i1.7447
Valencia, M. & Herath, S. (2015). Multimodal identity texts as mediational spaces in researching PhD students’ critical
teacher-researcher selves. Intercultural Education. 26(6), 547-56.
Herath, S. (2015). Language policy, ethnic tensions, and linguistic rights in post-war Sri Lanka. Language Policy, 14(2), 245-
261.
Edited Collections
Herath, S. (2025). Guest Editor, Asian Englishes 2025 Special Issue – South Asian Englishes: From theory to the classroom
Gagne, A., Kalan, A., & Herath, S. (Eds.) (2022). Critical action research challenging neoliberal language and literacies education:
Auto and do ethnographies of global experiences. New York: United States: Peter Lang.
Cowcher, L., Herath, S. & Dick, L. (2019). Current challenges, future direction: A collection of research papers exploring key
challenges in education in Sri Lanka. Colombo: Sri Lanka.
Herath, S. & Smith, I. (Eds.) (2018). Action research and its role in teacher educators’ professional development. Colombo: British
Council.
Froggett, M. and Herath, S. (Eds.) (2017). Action research in Sri Lanka: A route to inclusion and social cohesion. Colombo: British
Council.
Froggett, M. & Herath, S. (Eds.) (2016). English language teacher research partnership awards: A collection of research papers from
the Sri Lankan context. Colombo: British Council.
Ratwatte, H. & Herath, S. (Eds.) (2006). English in the Multilingual Environment. Colombo: Sri Lanka English Language Teachers’
Association.
Herath, S. (2004). 4th International SLELTA Conference Booklet. Colombo: British Council
Gagne, A., Kalan, A., & Herath, S. (Eds.) (2022). Critical action research challenging neoliberal language and literacies education:
Auto and do ethnographies of global experiences. New York: United States: Peter Lang.
Cowcher, L., Herath, S. & Dick, L. (2019). Current challenges, future direction: A collection of research papers exploring key
challenges in education in Sri Lanka. Colombo: Sri Lanka.
Herath, S. & Smith, I. (Eds.) (2018). Action research and its role in teacher educators’ professional development. Colombo: British
Council.
Froggett, M. and Herath, S. (Eds.) (2017). Action research in Sri Lanka: A route to inclusion and social cohesion. Colombo: British
Council.
Froggett, M. & Herath, S. (Eds.) (2016). English language teacher research partnership awards: A collection of research papers from
the Sri Lankan context. Colombo: British Council.
Ratwatte, H. & Herath, S. (Eds.) (2006). English in the Multilingual Environment. Colombo: Sri Lanka English Language Teachers’
Association.
Herath, S. (2004). 4th International SLELTA Conference Booklet. Colombo: British Council
Newsletters
Herath, S. (2014). A transformative approach to academic reading. Contact, 4 (4).
Herath, S. (2014). The ‘Native speaker’ motif in NNESTs’ language biographies. NNEST Newsletter, TESOL International.
Herath, S. (2014). The ‘Native speaker’ motif in NNESTs’ language biographies. NNEST Newsletter, TESOL International.
Refereed Conference Proceedings
Herath, S. (2013). Accommodating diversity in English language teaching (ELT) material: The impact on Sri Lankan
textbooks. In S. May (Ed.), LED2011: Refereed conference proceedings of the 3rd International Conference on
Language, Education, and Diversity. Auckland: University of Auckland. ISBN: 978-0-473-24021-9
textbooks. In S. May (Ed.), LED2011: Refereed conference proceedings of the 3rd International Conference on
Language, Education, and Diversity. Auckland: University of Auckland. ISBN: 978-0-473-24021-9
Book Reviews
Herath, S. (2019). Race, Empire, and English Language Teaching: Creating Responsible and Ethical Anti-racist Practices,
Journal of Asia TEFL, 16(4), 1456-1457. DOI:10.18823/asiatefl.2019.16.4.31.1456
Journal of Asia TEFL, 16(4), 1456-1457. DOI:10.18823/asiatefl.2019.16.4.31.1456
Policy Review
Davies, L., Herath, S. & Sethunga, P. (2016). The National Policy on Education for Social Cohesion and Peace: Strategies towards sustainable
peace. Colombo: Ministry of Education, Sri Lanka.
peace. Colombo: Ministry of Education, Sri Lanka.