This literature review uses research informed by disasters including the Christchurch Earthquakes, Hurricane Katrina, Red River floods, War in Israel and natural disasters in Indonesia to identify key aspects within teacher-student relationships which result in an increase in the emotional stability of our students. These aspects include prior knowledge of students and their development, psycho-social interventions and incorporation of the disaster into the curriculum. Teacher-student relationships are highlighted as vital to a child’s healing and resilience after experiencing disaster trauma.
The Sendai Framework for Disaster Risk Reduction 2015-2030 finds that, despite progress in disaster risk reduction over the last decade “evidence indicates that exposure of persons and assets in all countries has increased faster than vulnerability has decreased, thus generating new risk and a steady rise in disaster losses” (p.4, UNISDR 2015). Fostering cooperation among relevant stakeholders and policy makers to “facilitate a science-policy interface for effective decisionmaking in disaster risk management” is required to achieve two priority areas for action, understanding disaster risk and enhancing disaster preparedness (p. 13, p. 23, UNISDR 2015). In other topic areas, the term science-policy interface is used interchangeably with the term boundary organisation. Both terms are usually used refer to systematic collaborative arrangements used to manage the intersection, or boundary, between science and policy domains, with the aim of facilitating the joint construction of knowledge to inform decision-making. Informed by complexity theory, and a constructivist focus on the functions and processes that minimize inevitable tensions between domains, this conceptual framework has become well established in fields where large complex issues have significant economic and political consequences, including environmental management, biodiversity, sustainable development, climate change and public health. To date, however, there has been little application of this framework in the disaster risk reduction field. In this doctoral project the boundary management framework informs an analysis of the research response to the 2010-2011 Canterbury Earthquake Sequence, focusing on the coordination role of New Zealand’s national Natural Hazards Research Platform. The project has two aims. It uses this framework to tell the nuanced story of the way this research coordination role evolved in response to both the complexity of the unfolding post-disaster environment, and to national policy and research developments. Lessons are drawn from this analysis for those planning and implementing arrangements across the science-policy boundary to manage research support for disaster risk reduction decision-making, particularly after disasters. The second aim is to use this case study to test the utility of the boundary management framework in the disaster risk reduction context. This requires that terminology and concepts are explained and translated in terms that make this analysis as accessible as possible across the disciplines, domains and sectors involved in disaster risk reduction. Key findings are that the focus on balance, both within organisations, and between organisations and domains, and the emphasis on systemic effects, patterns and trends, offer an effective and productive alternative to the more traditional focus on individual or organisational performance. Lessons are drawn concerning the application of this framework when planning and implementing boundary organisations in the hazard and disaster risk management context.
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There has been little discussion of what archival accounting evidence can contribute to an understanding of a society’s response to a natural disaster. This article focuses on two severe earthquakes which struck New Zealand in 1929 and 1931 and makes two main contributions to accounting history. First, by discussing evidence from archival sources, it contributes to the literature on accounting in a disaster. This provides a basis for future theory building and for future comparative research related to the response to more recent natural disasters such as the 2010–11 Canterbury earthquakes. Secondly, it questions the conclusions of recently published research concerning the role of central and local government in this and recent earthquakes.
The role of belonging in post-disaster environments remains an under-theorised concept, particularly regarding refugee populations. This paper presents a qualitative study with 101 refugee-background participants from varying communities living in Christchurch, New Zealand, about their perspectives and responses to the Canterbury earthquakes of 2010–11. Participants spoke of how a sense of belonging as individuals and as a wider community was important in the recovery effort, and highlighted the multiple ways in which they understood this concept. Their comments demonstrate how belonging can have contextual, chronological and gendered dimensions that can help inform effective and resonant disaster responses with culturally and linguistically diverse populations. This analysis also illustrates how the participants' perspectives of belonging shifted over time, and discusses the corresponding role of social work in supporting post-disaster recovery through the concepts of civic, ethno and ethnic-based belonging. AM - Accepted Manuscript
Organisations play a vital role in assisting communities to recover from disasters. They are the key providers of goods and services needed in both response and recovery efforts. They provide the employment which both anchors people to place and supports the taxation base to allow for necessary recovery spending. Finally, organisations are an integral part of much day to day functioning contributing immensely to people’s sense of ‘normality’ and psychological wellbeing. Yet, despite their overall importance in the recovery process, there are significant gaps in our existing knowledge with regard to how organisations respond and recover following disaster. This research fills one part of this gap by examining collaboration as an adaptive strategy enacted by organisations in the Canterbury region of New Zealand, which was heavily impacted by a series of major earthquakes, occurring in 2010 and 2011. Collaboration has been extensively investigated in a variety of settings and from numerous disciplinary perspectives. However, there are few studies that investigate the role of collaborative approaches to support post-disaster business recovery. This study investigates the type of collaborations that have occurred and how they evolved as organisations reacted to the resource and environmental change caused by the disaster. Using data collected through semi-structured interviews, survey and document analysis, a rich and detailed picture of the recovery journey is created for 26 Canterbury organisations including 14 collaborators, six non-traders, five continued traders and one new business. Collaborations included two or more individual businesses collaborating along with two multi-party, place based projects. Comparative analysis of the organisations’ experiences enabled the assessment of decisions, processes and outcomes of collaboration, as well as insight into the overall process of business recovery. This research adopted a primarily inductive, qualitative approach, drawing from both grounded theory and case study methodologies in order to generate theory from this rich and contextually situated data. Important findings include the importance of creating an enabling context which allows organisations to lead their own recovery, the creation of a framework for effective post-disaster collaboration and the importance of considering both economic and other outcomes. Collaboration is found to be an effective strategy enabling resumption of trade at a time when there seemed few other options available. While solving this need, many collaborators have discovered significant and unexpected benefits not just in terms of long term strategy but also with regard to wellbeing. Economic outcomes were less clear-cut. However, with approximately 70% of the Central Business District demolished and rebuilding only gaining momentum in late 2014, many organisations are still in a transition stage moving towards a new ‘normal’.
The Canterbury earthquakes of 2010-2012 have been generation shaping. People living and working in and around the city during this time have had their lives and social landscapes changed forever. The earthquake response, recovery and rebuild efforts have highlighted unheralded social strengths and vulnerabilities within individuals, organisations, communities and country writ large. It is imperative that the social sciences stand up to be counted amongst the myriad of academic research, commentary and analysis.
This article argues that teachers deserve more recognition for their roles as first responders in the immediate aftermath of a disaster and for the significant role they play in supporting students and their families through post-disaster recovery. The data are drawn from a larger study, 'Christchurch Schools Tell Their Earthquake Stories' funded by the United Nations Educational, Scientific and Cultural Organisation and the University of Auckland, in which schools were invited to record their earthquake stories for themselves and for historical archives. Data were gathered from five primary schools between 2012 and 2014. Methods concerned mainly semi-structured individual or group interviews and which were analysed thematically. The approach was sensitive, flexible and participatory with each school being able to choose its focus, participants and outcome. Participants from each school generally included the principal and a selection of teachers, students and parents. In this study, the data relating to the roles of teachers were separated out for closer analysis. The findings are presented as four themes: immediate response; returning to (new) normal; care and support; and long term effects.
This article argues that active coordination of research engagement after disasters has the potential to maximize research opportunities, improve research quality, increase end-user engagement, and manage escalating research activity to mitigate ethical risks posed to impacted populations. The focus is on the coordination of research activity after the 22nd February 2011 Mw6.2 Christchurch earthquake by the then newly-formed national research consortium, the Natural Hazards Research Platform, which included a social science research moratorium during the declared state of national emergency. Decisions defining this organisation’s functional and structural parameters are analyzed to identify lessons concerning the need for systematic approaches to the management of post disaster research, in collaboration with the response effort. Other lessons include the importance of involving an existing, broadly-based research consortium, ensuring that this consortium's coordination role is fully integrated into emergency management structures, and ensuring that all aspects of decision-making processes are transparent and easily accessed.
Following a damaging earthquake, the immediate emergency response is focused on individual collapsed buildings or other "hotspots" rather than the overall state of damage. This lack of attention to the global damage condition of the affected region can lead to the reporting of misinformation and generate confusion, causing difficulties when attempting to determine the level of postdisaster resources required. A pre-planned building damage survey based on the transect method is recommended as a simple tool to generate an estimate of the overall level of building damage in a city or region. A methodology for such a transect survey is suggested, and an example of a similar survey conducted in Christchurch, New Zealand, following the 22 February 2011 earthquake is presented. The transect was found to give suitably accurate estimates of building damage at a time when information was keenly sought by government authorities and the general public. VoR - Version of Record
This article reports on research conducted in Christchurch, New Zealand, after the 22 February 2011 earthquake. This quake and thousands of subsequent aftershocks have left the city of Christchurch with serious infrastructure damage to roads, sewage supply, housing and commercial buildings. The emergence of a vibrant art and craft movement in the Christchurch region post earthquake has been an unexpected aspect of the recovery process. The article begins with a review of the literature on traditional responses to disaster recovery illustrating how more contemporary approaches are community-focused. We review the links between crafting and well-being, and report on qualitative research conducted with five focus groups and nine individuals who have contributed to this movement in Christchurch. The findings illustrate the role crafting has played post earthquake, in terms of processing key elements of the disaster for healing and recovery, creating opportunities for social support; giving to others; generating learning and meaning making and developing a vision for the future. The data analysis is underpinned by theory related to post-traumatic growth and ecological concerns. The role of social work in promoting low-cost initiatives such as craft groups to foster social resilience and aid in the recovery from disaster trauma is explored. This discussion considers why such approaches are rare in social work.
This paper explores the responses by a group of children to an art project that was undertaken by a small school in New Zealand after the September 2010 and February 2011 Christchurch earthquakes. Undertaken over a period of two years, the project aimed to find a suitable form of memorialising this significant event in a way that was appropriate and meaningful to the community. Alongside images that related directly to the event of the earthquakes, the art form of a mosaic was chosen, and consisted of images and symbols that clearly drew on the hopes and dreams of a school community who were refusing to be defined by the disaster. The paper 'writes' the mosaic by placing fragments of speech spoken by the children involved in relation to ideas about memory, affect, and the 'sublime', through the work of Jean-Francois Lyotard. The paper explores the mosaic as constituted by the literal and metaphorical 'broken pieces' of the city of Christchurch in ways that confer pedagogic value inscribed through the creation of a public art space by children. AM - Accepted Manuscript
