Sreemali Herath
Biographic Data
| ID | 4414567 |
|---|---|
| NAME | Sreemali Herath |
| GIVEN NAMES | Sreemali |
| FAMILY NAME | Herath |
| SIGNATURE | HERATH S |
| AFFILIATIONS | University of Toronto |
| ORCID | 0000-0002-7403-7346 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
From theory to practice
The global spread of the English language is now well recognised as a sociolinguistic reality that impacts educational, social, and ideological landscapes. Its implications are particularly complex in South Asia where English has been deeply embedded and is part and parcel of the region’s colonial past. In South Asia, the English language functions not merely as a lingua franca but as a socially embedded local language that occupies a unique and …
Identity-Focused-Creation as a Catalyst for Language Teacher Preparation in the Post-Multilingual Era
How can teachers working with plurilingual students conceptualize and implement pedagogical practices that reflect a postmultilingual view? How can they be empowered with the skills, knowledges, and sensibilities to rethink language education that prioritizes equity, inclusion, and social justice, ensuring that all students – regardless of their linguistic backgrounds – have the opportunity to succeed and thrive in a linguistically diverse world?…
Visualizing Identity
War and conflict between and within nations are defining characteristics of human history, and these impacts are directly felt in education. When classrooms around the world experience conflict firsthand, undergo processes of postconflict reconciliation, become transit points for students fleeing war-torn homes, or receive students holding refugee status, how can teachers be assisted to reflect on their own identities so that they could develop m…
Infusing Creativity into Peacebuilding in Sri Lanka
This paper examinations the nexus between creativity and teacher identity in post-war peacebuilding. It aims to understand how infusing creativity into teacher preparation geared towards peacebuilding can help language educators reflect on their identities, values and their roles in bridging a fragmented society at the end of a war. Drawing on data generated from a visual ethnography carried out in the aftermath of Sri Lanka’s civil war, one of t…
Reconciliation or the Reproduction of the Status Quo? Teacher Experiences from Postwar Sri Lanka
Set against larger processes of reconciliation and peace building taking place at the end of one of the longest civil wars in recent times, this paper examines the nexus between teacher education and postwar reconciliation in Sri Lanka. Drawing on data generated from an ethnographic case study carried out in three teacher preparation programmes, including a programme located in war affected Northern Sri Lanka, the paper aims to better understand …
Culturally Responsive Peace Education
In societies that are emerging out of protracted war, teacher preparation geared toward peace poses a unique challenge. Their contested histories, normalization of violence and fear over prolonged times, and entrenched social and political structures that that have sustained violence, inequity, discrimination, injustice and unequal power distribution over time can prevent peace initiatives realizing their full potential. This paper explores the s…
The impact of language learning experiences on language teachers’ professional practices
Sri Lanka Journal of Social Sciences (SLJSS) publishes social science articles on topics relevant to Sri Lanka in particular and South Asia in general. The journal also has a website at http://www.nsf.gov.lk
A Needs Analysis on the language skills required by the industry from vocational graduates
Sri Lanka Journal of Social Sciences (SLJSS) publishes social science articles on topics relevant to Sri Lanka in particular and South Asia in general. The journal also has a website at http://www.nsf.gov.lk
The discursive construction of ethnic hierarchies in textbooks in a time of post-conflict reconciliation
This study critically examines the discursive reconstruction of ethnic hierarchies in English language textbooks used in public schools in post-conflict Sri Lanka. Set against a social and political backdrop of larger nation state-building and national reconciliation taking place in Sri Lanka after it ended a three-decade ethnic conflict, this paper critically analyses English language textbooks used to prepare students for standardised high-stak…
Language policy, ethnic tensions and linguistic rights in post war Sri Lanka
Multimodal identity texts as mediational spaces in researching Ph.D. students’ critical teacher-researcher Selves
This paper analyses how two Ph.D. students used multimodal identity texts (MMITs) to document their research journeys as they engaged in their doctoral studies. Drawing on qualitative data collected from multiple pre-service teacher preparation programmes in Chile and Sri Lanka, two bi-national researchers (a Colombian-Canadian and a Sri Lankan-Canadian) use MMITs to document the complexities surrounding conducting research in contexts where they…
Language policy, ethnic tensions and linguistic rights in post war Sri Lanka
Multimodal identity texts as mediational spaces in researching Ph.D. students’ critical teacher-researcher Selves
This paper analyses how two Ph.D. students used multimodal identity texts (MMITs) to document their research journeys as they engaged in their doctoral studies. Drawing on qualitative data collected from multiple pre-service teacher preparation programmes in Chile and Sri Lanka, two bi-national researchers (a Colombian-Canadian and a Sri Lankan-Canadian) use MMITs to document the complexities surrounding conducting research in contexts where they…
Reconciliation or the Reproduction of the Status Quo? Teacher Experiences from Postwar Sri Lanka
Set against larger processes of reconciliation and peace building taking place at the end of one of the longest civil wars in recent times, this paper examines the nexus between teacher education and postwar reconciliation in Sri Lanka. Drawing on data generated from an ethnographic case study carried out in three teacher preparation programmes, including a programme located in war affected Northern Sri Lanka, the paper aims to better understand …
Language policy, ethnic tensions and linguistic rights in post war Sri Lanka
Multimodal identity texts as mediational spaces in researching Ph.D. students’ critical teacher-researcher Selves
This paper analyses how two Ph.D. students used multimodal identity texts (MMITs) to document their research journeys as they engaged in their doctoral studies. Drawing on qualitative data collected from multiple pre-service teacher preparation programmes in Chile and Sri Lanka, two bi-national researchers (a Colombian-Canadian and a Sri Lankan-Canadian) use MMITs to document the complexities surrounding conducting research in contexts where they…
The impact of language learning experiences on language teachers’ professional practices
Sri Lanka Journal of Social Sciences (SLJSS) publishes social science articles on topics relevant to Sri Lanka in particular and South Asia in general. The journal also has a website at http://www.nsf.gov.lk
A Needs Analysis on the language skills required by the industry from vocational graduates
Sri Lanka Journal of Social Sciences (SLJSS) publishes social science articles on topics relevant to Sri Lanka in particular and South Asia in general. The journal also has a website at http://www.nsf.gov.lk
The discursive construction of ethnic hierarchies in textbooks in a time of post-conflict reconciliation
This study critically examines the discursive reconstruction of ethnic hierarchies in English language textbooks used in public schools in post-conflict Sri Lanka. Set against a social and political backdrop of larger nation state-building and national reconciliation taking place in Sri Lanka after it ended a three-decade ethnic conflict, this paper critically analyses English language textbooks used to prepare students for standardised high-stak…
Visualizing Identity
War and conflict between and within nations are defining characteristics of human history, and these impacts are directly felt in education. When classrooms around the world experience conflict firsthand, undergo processes of postconflict reconciliation, become transit points for students fleeing war-torn homes, or receive students holding refugee status, how can teachers be assisted to reflect on their own identities so that they could develop m…
Infusing Creativity into Peacebuilding in Sri Lanka
This paper examinations the nexus between creativity and teacher identity in post-war peacebuilding. It aims to understand how infusing creativity into teacher preparation geared towards peacebuilding can help language educators reflect on their identities, values and their roles in bridging a fragmented society at the end of a war. Drawing on data generated from a visual ethnography carried out in the aftermath of Sri Lanka’s civil war, one of t…
Reconciliation or the Reproduction of the Status Quo? Teacher Experiences from Postwar Sri Lanka
Set against larger processes of reconciliation and peace building taking place at the end of one of the longest civil wars in recent times, this paper examines the nexus between teacher education and postwar reconciliation in Sri Lanka. Drawing on data generated from an ethnographic case study carried out in three teacher preparation programmes, including a programme located in war affected Northern Sri Lanka, the paper aims to better understand …
Culturally Responsive Peace Education
In societies that are emerging out of protracted war, teacher preparation geared toward peace poses a unique challenge. Their contested histories, normalization of violence and fear over prolonged times, and entrenched social and political structures that that have sustained violence, inequity, discrimination, injustice and unequal power distribution over time can prevent peace initiatives realizing their full potential. This paper explores the s…
Identity-Focused-Creation as a Catalyst for Language Teacher Preparation in the Post-Multilingual Era
How can teachers working with plurilingual students conceptualize and implement pedagogical practices that reflect a postmultilingual view? How can they be empowered with the skills, knowledges, and sensibilities to rethink language education that prioritizes equity, inclusion, and social justice, ensuring that all students – regardless of their linguistic backgrounds – have the opportunity to succeed and thrive in a linguistically diverse world?…
From theory to practice
The global spread of the English language is now well recognised as a sociolinguistic reality that impacts educational, social, and ideological landscapes. Its implications are particularly complex in South Asia where English has been deeply embedded and is part and parcel of the region’s colonial past. In South Asia, the English language functions not merely as a lingua franca but as a socially embedded local language that occupies a unique and …
Sociology (9 works) · Pedagogy (7 works) · Educator Training and Historical Pedagogy (6 works) · Political science (6 works) · South asia (5 works) · Sri lanka (5 works) · Law (4 works) · Multilingual Education and Policy (4 works) · Social science (4 works) · Aesthetics (3 works)