Book Chapters
Heng Hartse, J. (2024). Writing with help: What is and isn鈥檛 OK. In A. Chaudhuri (Ed.).Disciplinary Perspectives on Academic Integrity. BC Campus. Retrieved from
Heng Hartse, J, & Fazel, I. (2024.) Peer mentorship in scholarly publication: a duoethnographic reflection on ten years of collaboration. In P. Habibie & R. Kohls (Eds.). Narratives and Practices of Mentorship in Scholarly Publication (pp. 85-99). Routledge.
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. 46-62). 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 M茅tissage of Inspiration/ Imagination/ Interconnection (pp. 165-173). Canadian Scholars鈥� Press.
Heng Hartse, J. (2017). Chinese and non-Chinese English Teachers鈥� reactions to Chinese English in university students鈥� academic writing. In Z. Xu, D. He, & D. Deterding (Eds.). Researching Chinese English: the State of the Art (pp. 157-172). Springer.
Heng Hartse, J. & Fazel, I. (2017). Reconsidering 鈥淧redatory鈥� 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). Multilingual Matters.