English Teaching: Practice and Critique

Terry Locke


Affiliation: University of Waikato, New Zealand
Email: locketj@waikato.ac.nz
Homepage: Personal Site

Associate Professor Terry Locke teaches English/Language Education in the Arts and Language Education Department. He also teaches in the Professional Studies Department in the course, Adolescence: Aspects of learning.

He lectured in the English Department at Auckland University from 1970 to 1976 and then again from 1980 to 1983, where he taught in a number of areas including: American Poetry, Modern Poetry, New Zealand Literature, Nineteenth-Century American Fiction, Nineteenth-Century Literature and Romanticism. His PhD is in American poetry. In 1971-2 he was a visiting Research Fellow at Yale University.

At Auckand University, he developed an interest in the dynamics of literacy development encompassing such things as reader-response theory ( la Louise Rosenblatt), post-modern theories of resistant reading and reader positioning, genre-based theories of teaching and writing, and rhetorical theories for developing a rationale for English as a subject.

After a total of 12 years secondary school teaching, which included roles as both a HOD English and HOD Drama, he joined the staff of Waikato University in 1997.

Articles by this Author
Editorial Volume 1 Number 1 November 2002
English teaching in New Zealand: The current play of the state Volume 1 Number 1 November 2002
Dis-lodging literature from English: Challenging linguistic hegemonies Volume 3 Number 1 May 2004
Reclaiming the professional development agenda in an age of compliance Volume 3 Number 2 September 2004
“Grammar wars” — Beyond a truce Volume 4 Number 3 December 2005
Grammar in the face of diversity Volume 5 Number 1 May 2006
Editorial: Composition in the English/literacy classroom Volume 6 Number 1 May 2007
Review article: Misson, R., & Morgan, W. (2006). Critical literacy and the aesthetic: Transforming the English classroom. Urbana, Il: NCTE. Volume 6 Number 2 September 2007
Editorial: Non-themed issue: 2010 Volume 9 Number 3 December 2010
Critical literacy as an approach to literary study in the multicultural, high-school classroom Volume 10 Number 1 May 2011
Editorial: Culturally responsive research and pedagogy Volume 10 Number 2 July 2011
Editorial: Open-themed issue: December, 2011 Volume 10 Number 4 December 2011
Editorial: The professional content knowledge of the English/literacy teacher: Addressing the implications of diversity Volume 11 Number 4 December 2012
Assessing student poetry: Balancing the demands of two masters Volume 12 Number 1 May 2013
Editorial: An Arts-led English and literacy curriculum Volume 13 Number 2 September 2014