III Publications

Ideas, in print.

Books, chapters, articles, conference proceedings and online writing on education, language, knowledge and identity.

15 works Newest to oldest Conference Presentations

2022Edited volume
Co-editor & contributor

Knowledge & Action
Planning the Future through the Social Professions
Edited with José Gijón Puerta
Deep Education Press
Publisher Buy on Amazon
Published as Knowledge and Action: Designing the Future through the Social Professions.

Contributions on epistemology and teachers as social professionals.
2022Book chapter

An epistemology of science from a cosmodern perspective for reconstructive action
Kristine M. Harrison
In J. Gijón Puerta & K. M. Harrison (eds.), Knowledge & Action: Planning the Future through the Social Professions, pp. 42–54. Deep Education Press.

Considers the epistemology of science from a cosmodern perspective in relation to reconstructive action.
2022Book chapter

Teachers as social professionals: A deeper cultural and linguistic classroom model for diverse classrooms
Kristine M. Harrison
In J. Gijón Puerta & K. M. Harrison (eds.), Knowledge & Action: Planning the Future through the Social Professions, pp. 173–185. Deep Education Press.

Considers teachers as social professionals and a culturally and linguistically deeper classroom model for diverse settings.
2020Book chapter

Toward empathetic multilingual language education policy (LEP) in the U.S. and the world: An Indigenous view of linguistic autonomy through the Native American Languages Act
Kristine M. Harrison
In M. Jiménez Raya, T. Lamb & B. Manzano Vázquez (eds.), Insights into Language Education Policies. Peter Lang.
View book

Examines the Native American Languages Act through an Indigenous view of linguistic autonomy and relates it to multilingual language education policy.
2018Edited volume
Co-editor & contributor

Displacement Planet Earth
Plurilingual Education and Identity for 21st Century Schools
Edited with Muhamed Sadiku and François V. Tochon
Deep University Press
Publisher Buy on Amazon

An edited volume connecting displacement, language learning and identity.
Chapters in this volume
1. 2018Book chapter
  
  Introduction: A 21st Century Continuum of Displacement, School Practices and Experiences: Language Education, Identity, and a Call for Action
  Kristine M. Harrison
  In K. M. Harrison, M. Sadiku & F. V. Tochon (eds.), Displacement Planet Earth: Plurilingual Education and Identity for 21st Century Schools, pp. 9–22. Deep University Press.
  Defines and theorizes displacement, links language education with identity formation, and introduces resources for welcoming newcomer students.
2. 2018Book chapter
  
  Displaced Muslim Youth, the Globalized Other: A Chapter for Educators
  Kristine M. Harrison
  In K. M. Harrison, M. Sadiku & F. V. Tochon (eds.), Displacement Planet Earth: Plurilingual Education and Identity for 21st Century Schools, pp. 234–246. Deep University Press.
  Examines displacement, Islamophobia and identity formation among Muslim youth, with practical guidance for educators.
3. 2018Book chapter
  
  Conclusion--Storytelling, Plurilingual Practices and Pedagogy in Schools of a Thousand Languages: Listening to Displaced Languages
  Kristine M. Harrison
  In K. M. Harrison, M. Sadiku & F. V. Tochon (eds.), Displacement Planet Earth: Plurilingual Education and Identity for 21st Century Schools, pp. 293–311. Deep University Press.
  Draws together the volume’s themes and proposes storytelling, plurilingual practices and multiliteracies for classrooms with displaced students.
2018Journal article

Language education policy and teachers in Puerto Rico: Implications for identity, sovereignty, and community in a context of displacements
Kristine M. Harrison
Journal for Educators, Teachers and Trainers, 9(1), 73–86.
Read article

Reflects on colonial schooling in Puerto Rico, displacement and identity, and examines the roles of teachers and educational autonomy.
2017Edited volume
Co-editor & contributor

Policy for Peace
Language Education Unlimited
Edited with François Victor Tochon
Deep University Press
Publisher Buy on Amazon

Language education policy considered in relation to peace and multilingualism.
2017Book chapter

Peace Instead of Policy: Indigenous and Autonomous Utopias
Kristine M. Harrison
In F. V. Tochon & K. M. Harrison (eds.), Policy for Peace: Language Education Unlimited, pp. 283–306. Deep University Press.

Examines Indigenous and multilingual education models, autonomy in language education policy, and their relationship to peace.
2017Online publication

Making Empathetic Multilingual Environments in Schools (MEMES)
Kristine M. Harrison
In F. V. Tochon (eds.), Language Education Policy Studies. University of Wisconsin–Madison.

An online publication about creating empathetic multilingual environments in schools.
2016Book
Author

Educational Imperialism
Schooling and Indigenous Identity in Puerto Rico
Kristine M. Harrison
Deep University Press
Publisher Buy on Amazon
The linked edition includes “Borikén (Puerto Rico)” in the subtitle.

An examination of schooling, language education policy and the representation of Indigenous identity in Puerto Rico.
2015Book chapter

Interpreting Language Education Policies: Conceptual, Disciplinary, Indigenous, and Deep Parameters for Multilingual Environments
Kristine M. Harrison & François V. Tochon
In F. V. Tochon (eds.), Language Education Policy Unlimited: Global Perspectives and Local Practices, pp. 351–390. Deep University Press.

Develops conceptual and interpretive parameters for analyzing language education policy in support of multilingualism and linguistic rights.
2013Conference proceedings

A Dialectic Between ELF (English as a Lingua Franca) Policy and EFL (English as a Foreign Language) Teaching in the Circles of English: The Crossroads for Deeper Chords and Constructs
K. Harrison
In Y. Bayyurt & S. Akcan (eds.), Proceedings of The Fifth International Conference of English as a Lingua Franca. Boğaziçi University Press.
Conference: May 24–26, 2012 · Istanbul

Explores language-rights discourse across English as a lingua franca, English as a foreign language, education policy and teaching practice.

Conference Presentations

Newest to oldest

2017

The Eco-Linguistic Link to Schools
Bi-continental conference · International Network of Language Education Policy Studies (INLEPS) · Language Education Policy and Teacher Perceived Identities of Displaced Immigrant and Refugee Children, Part II
Paris, France & Madison, Wisconsin
Presenter · Co-PI in writing the grant
2017

Mapping Language Education Policy: Schooling and Indigenous Identity in Borikén (Puerto Rico)
VI Congreso de Antropología, Sociología, y Historia
University of Puerto Rico–Río Piedras · San Juan, Puerto Rico
2017

Mapping Language Education Policy: Schooling and Indigenous Identity in Borikén (Puerto Rico)
XIV Congreso de Educación
Facultad de Educación, University of Puerto Rico · San Juan, Puerto Rico
2016

How Language Education Policy may impact learning and identity among Displaced Students
International Network of Education Institute (INEI)
University of Wisconsin–Madison · Madison, Wisconsin
2013

Indigenous American Linguistic Diversity in the Geographic West: a new Earth world view
International Society of Language Studies
San Juan, Puerto Rico
2012

Semiotic ‘Shifts’ in Indigenous Cosmology and Education: From the Real to the Virtual and how (Electronic) Education can be Hazardous to the Heart
Semiotic Society of the Americas
Toronto, Ontario
2012

A Dialectic between (English as a Lingua Franca) ELF Policy and (English as a Foreign Language) EFL Teaching in the Circles of English: The Crossroads for Deeper Chords and Constructs
The Fifth International Conference of English as a Lingua Franca
Istanbul, Turkey

Ideas, in print.

Knowledge & Action

An epistemology of science from a cosmodern perspective for reconstructive action

Teachers as social professionals: A deeper cultural and linguistic classroom model for diverse classrooms

Toward empathetic multilingual language education policy (LEP) in the U.S. and the world: An Indigenous view of linguistic autonomy through the Native American Languages Act

Displacement Planet Earth

Chapters in this volume

Introduction: A 21st Century Continuum of Displacement, School Practices and Experiences: Language Education, Identity, and a Call for Action

Displaced Muslim Youth, the Globalized Other: A Chapter for Educators

Conclusion--Storytelling, Plurilingual Practices and Pedagogy in Schools of a Thousand Languages: Listening to Displaced Languages

Language education policy and teachers in Puerto Rico: Implications for identity, sovereignty, and community in a context of displacements

Policy for Peace

Peace Instead of Policy: Indigenous and Autonomous Utopias

Making Empathetic Multilingual Environments in Schools (MEMES)

Educational Imperialism

Interpreting Language Education Policies: Conceptual, Disciplinary, Indigenous, and Deep Parameters for Multilingual Environments

A Dialectic Between ELF (English as a Lingua Franca) Policy and EFL (English as a Foreign Language) Teaching in the Circles of English: The Crossroads for Deeper Chords and Constructs

Conference Presentations

The Eco-Linguistic Link to Schools

Mapping Language Education Policy: Schooling and Indigenous Identity in Borikén (Puerto Rico)

Mapping Language Education Policy: Schooling and Indigenous Identity in Borikén (Puerto Rico)

How Language Education Policy may impact learning and identity among Displaced Students

Indigenous American Linguistic Diversity in the Geographic West: a new Earth world view

Semiotic ‘Shifts’ in Indigenous Cosmology and Education: From the Real to the Virtual and how (Electronic) Education can be Hazardous to the Heart

A Dialectic between (English as a Lingua Franca) ELF Policy and (English as a Foreign Language) EFL Teaching in the Circles of English: The Crossroads for Deeper Chords and Constructs