Heng Hartse, J., & Nazari, S. (2018.) Attempting interfaith dialogue in TESOL: A duoethnography. In M.S. Wong & A. Mahboob (Eds.). Spirituality & language teaching: Religious explorations of teacher identity, pedagogy, context, and content (pp. TBA). Clevedon, England: Multilingual Matters.

Nazari, S. & Heng Hartse, J. (2018). Religion, curriculum, and ideology: A duotethnographic dialogue. In Leggo, C. & Hasebe-Ludt, E., (Eds.).  Canadian Curriculum Studies: A Métissage of Inspiration/ Imagination/ Interconnection (pp. TBA). Toronto, ON: Canadian Scholars’ Press.

Heng Hartse, J. (2017). Chinese and non-Chinese English Teachers’ reactions to Chinese English in university students’ academic writing. In Z. Xu, D. He, & D. Deterding (Eds.). Researching Chinese English: the State of the Art (pp. 157-172). Dordrecht, Germany: Springer.

Heng Hartse, J. & Fazel, I. (2017). Reconsidering “Predatory” Open Access Journals in an Age of Globalized English-language Academic Publishing. In  M.J. Curry & T. Lillis (Eds.). Global academic publishing: Policies, practices, and pedagogies (pp. 200-213). Clevedon, England: Multilingual Matters.