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Research papers, University of Canterbury Library

Editors: G. Williams, P. Statham, N. Brown & B. Cleland ISBN Proceedings USB: 978-1-86295-644-5 published by the University of TasmaniaBlended learning plays an important role in many tertiary institutions but little has been written about the implementation of blended learning in times of adversity, natural disaster or crisis. This paper describes how, in the wake of the 22 February Canterbury earthquake, five teacher educators responded to crisis-driven changing demands and changing directions. Our narratives describe how blended learning provided students in initial teacher education programmes with some certainty and continuity during a time of civil emergency. The professional learning generated from our experiences provides valuable insights for designing and preparing for blended learning in times of crisis, as well as developing resilient blended learning programmes for the future.

Research papers, The University of Auckland Library

To address the provocation provided by the editors I wish to reflect upon the ongoing civic and artistic responses to the earthquakes in Christchurch, New Zealand, 2010-11, in which 185 people lost their lives (largely due to poor engineering and construction practices). Whilst the example is very different in character from that of efforts to memorialize July 22, 2011, I wish to use the case to briefly respond to the issue of temporality as raised by Jacques Rancière in his critique of the ‘endless work of mourning’ produced by testimonial art. The orientation of this mourning, he argues, is always backward-looking, characterized by, ‘a reversal of the flow of time: the time turned towards an end to be accomplished – progress, emancipation or the Other – is replaced by that turned towards the catastrophe behind us.’ How might memorial practices divide their gaze between remembered pasts and possible futures? AM - Accepted Manuscript