[2] Part of the New London Group, he was coauthor of the "Pedagogy of Multiliteracies: Designing Social Futures" published in the Harvard Educational Review (1996).
From 2003 to 2005, Luke was the Foundation Dean of the Centre for Research in Pedagogy and Practice at the National Institute of Education at Nanyang Technological University, in Singapore.
This model postulates that in order to be a fully literate citizen, a person needs: Luke and Freebody assert that no one of these resources is sufficient by itself but that each is essential.
[2] Luke initially had difficulty finding a job as a primary teacher, which he believes was due to prejudice against Asian people still prevalent in Canada at the time.
At the time, literacy was thought to be a cognitive and psycholinguistic process that had little to do with social factors, including class, race, and identity.
Luke taught reading/language arts methods and was assigned to the Aboriginal and Torres Strait Islander teacher education program.
Luke taught and worked with an important generation of Aboriginal and Torres Strait Islander teachers, researchers and educational leaders.
In 2013, he chaired and co-authored the most extensive empirical study of Australian Indigenous school reform to date, leading to a comprehensive research report to the federal government.