|Doctor of Philosophy||University of Auckland|
|Master of Arts||University of Auckland|
|Bachelor of Arts||University of Auckland|
Professor Terry Locke
Arts and Language Education
Te Hononga School of Curriculum and Pedagogy
(+64) 7 838 4466 ext 7780
"Since July, 2006, I have been Chairperson of the Arts and Language Education Department. My field is English Language Education, though I also have a strong interest in Arts Education and Arts advocacy.
In a former life, I lectured in the English Department at Auckland University (1970-1976 and 1980-1983), where I taught in a number of areas including: American Poetry, Modern Poetry, New Zealand Literature, Nineteenth-Century American Fiction, Nineteenth-Century Literature and Romanticism. My PhD is in American poetry and entitled "The Antagonistic City: A Design for Urban Imagery in Seven American Poets". (In 1971-2 I was fortunate in having a stint as visiting Research Fellow at Yale University.)
At Auckland University, I developed an interest in the dynamics of literacy development encompassing such things as reader-response theory (Ã 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, I joined the staff of Waikato University in 1997.
Since joining the staff at Waikato, I have pursued interests in the status and rationale of English as a school subject, the impact of curriculum and assessment reform on classroom practice and the professionalism of classroom teachers, the place of ICT in English, aspects of elearning, argument as a mode of discourse and how to teach it to secondary students, metalanguage and classroom talk, and the teaching of literature in multicultural classrooms.
Between 1997 and 2001, I coordinated the development of a standards-based, senior secondary English course in what became known as the English Study Design Project. The aim of the project was to find a middle ground between unit standards and a national examination in English. The project involved the production of a syllabus document, a planning and assessment guide for Year 12 teachers, the setting up of a website, a system of national moderation and certification and a series of cluster group meetings with participating schools. In 2001, the English Study Design was transformed into the University of Waikato Certificate of Studies: English, a senior secondary school English qualification offering schools an alternative pathway for the NCEA. Currently, this qualification is not being offered to New Zealand secondary schools because it is felt that NZQA's compliance arrangements will penalise schools and students who opt for this qualification.
I am currently co-ordinating editor of the international, peer-reviewed, e-journal English Teaching: Practice and Critique and also manage the site Critical English Online. My major research endeavour between 2007 and 2009 was a TLRI project on "Teaching literature in the multicultural classroom". I have just begun directing a two-year project on "Teachers as writers: Transforming professional identity and classroom practice".