This paper presents a qualitative study with multiple refugee background communities living in Christchurch, New Zealand about their perspectives and responses to the Canterbury earthquakes of 2010-2011 (32 semi-structured interviews and 11 focus group discussions comprising 112 participants). Whilst the Canterbury earthquakes created significant challenges for the entire region, several refugee background communities found multiple ways to effectively respond to such adversity. Central to this response were their experiences of belonging which were comprised of both ‘civic’ and ‘ethno’ conceptualisations. This discussion includes an analysis on the intersectionality of identity to highlight the gendered, contextual and chronological influences that impact people’s perspectives of and responses to a disaster. As the study was conducted over 18 months, the paper discusses how social capital resources and experiences of belonging can help inform urban disaster risk reduction (DRR) with refugee groups. http://3icudr.org/program
It is reported that natural disasters such as earthquakes impact significantly upon survivors’ psychological wellbeing. Little is known however about the impact of disasters upon the professional performance of survivor employees such as teachers. Using a survey research design with an emphasis upon a qualitative data collection, 39 teachers from 6 schools in the eastern suburbs of Christchurch, New Zealand rated the impact of the 2010 and 2011 earthquakes upon their professional performance and 13 volunteered to participate in a follow up focus group interviews. The data collected was interpreted via three theoretical/policy frameworks: the New Zealand Teacher Council mandatory requirements for teachers, the basic psychological needs theory and the inclusive transactional model of stress. Contrary to expectations, relationships with learners, colleagues, learner's whanau (family) and the wider community were on the whole perceived to be positively impacted by the earthquakes, while participation in professional development was regarded in more negative terms. The results indicated that teachers were able to continue (despite some stress reactions) because the basic psychological needs of being a teacher were not disrupted and indeed in some cases were enhanced. A model of teacher performance following a natural disaster is presented. Recommendations and implications (including future research undertakings) arising from the study are indicated. It was noted that given the importance of the school in supporting community recovery following a disaster, support for them and consideration of the role of teachers and the preparation for this should be given some priority.
Case study analysis of the 2010-2011 Canterbury Earthquake Sequence (CES), which particularly impacted Christchurch City, New Zealand, has highlighted the value of practical, standardised and coordinated post-earthquake geotechnical response guidelines for earthquake-induced landslides in urban areas. The 22nd February 2011 earthquake, the second largest magnitude event in the CES, initiated a series of rockfall, cliff collapse and loess failures around the Port Hills which severely impacted the south-eastern part of Christchurch. The extensive slope failure induced by the 22nd February 200 earthquake was unprecedented; and ground motions experienced significantly exceeded the probabilistic seismic hazard model for Canterbury. Earthquake-induced landslides initiated by the 22nd February 2011 earthquake posed risk to life safety, and caused widespread damage to dwellings and critical infrastructure. In the immediate aftermath of the 22nd February 2011 earthquake, the geotechnical community responded by deploying into the Port Hills to conduct assessment of slope failure hazards and life safety risk. Coordination within the voluntary geotechnical response group evolved rapidly within the first week post-earthquake. The lack of pre-event planning to guide coordinated geotechnical response hindered the execution of timely and transparent management of life safety risk from coseismic landslides in the initial week after the earthquake. Semi-structured interviews were conducted with municipal, management and operational organisations involved in the geotechnical response during the CES. Analysis of interview dialogue highlighted the temporal evolution of priorities and tasks during emergency response to coseismic slope failure, which was further developed into a phased conceptual model to inform future geotechnical response. Review of geotechnical responses to selected historical earthquakes (Northridge, 1994; Chi-Chi, 1999; Wenchuan, 2008) has enabled comparison between international practice and local response strategies, and has emphasised the value of pre-earthquake preparation, indicating the importance of integration of geotechnical response within national emergency management plans. Furthermore, analysis of the CES and international earthquakes has informed pragmatic recommendations for future response to coseismic slope failure. Recommendations for future response to earthquake-induced landslides presented in this thesis include: the integration of post-earthquake geotechnical response with national Civil Defence and Emergency Management; pre-earthquake development of an adaptive management structure and standard slope assessment format for geotechnical response; and emergency management training for geotechnical professionals. Post-earthquake response recommendations include the development of geographic sectors within the area impacted by coseismic slope failure, and the development of a GIS database for analysis and management of data collected during ground reconnaissance. Recommendations provided in this thesis aim to inform development of national guidelines for geotechnical response to earthquake-induced landslides in New Zealand, and prompt debate concerning international best practice.
