Disasters that significantly affect people typically result in the production of documents detailing disaster lessons. This was the case in the 2010 and 2011 Canterbury earthquakes, as government and emergency response agencies, community organisations, and the media, engaged in the practice of producing and reporting disaster lessons. This thesis examines the disaster lessons that were developed by emergent groups following the Canterbury earthquakes (4 September 2010 and 22 February 2011). It adopts a Foucauldian analysis approach to investigate both the construction of disaster lessons and to document how this practice has come to dominate postdisaster activity following the Canterbury earthquakes. The study involved an analysis of academic literature, public documents and websites and interviews with key members of a range of Canterbury based emergent community groups. This material was used to generate a genealogy of disaster lessons, which was given in order to generate an account of how disaster lessons emerged and have come to dominate as a practice of disaster management. The thesis then examines the genealogy through the concept of governmentality so as to demonstrate how this discourse of disaster lessons has come to be used as a governing rationale that shapes and guides the emergent groups conduct in postdisaster New Zealand.
Welcome to the Recover newsletter Issue 2 from the Marine Ecology Research Group (MERG) at the University of Canterbury. Recover is designed to keep you updated on our MBIE funded earthquake recovery project called RECOVER (Reef Ecology, Coastal Values & Earthquake Recovery). This second issue profiles some of the recent work done by our team out in the field!
Smart cities utilise new and innovative technology to improve the function of the city for governments, citizens and businesses. This thesis offers an in-depth discussion on the concept of the smart city and sets the context of smart cities internationally. It also examines how to improve a smart city through public engagement, as well as, how to implement participatory research in a smart city project to improve the level of engagement of citizens in the planning and implementation of smart projects. This thesis shows how to incentivise behaviour change with smart city technology and projects, through increasing participation in the planning and implementation of smart technology in a city. Meaningful data is created through this process of participation for citizens in the city, by engaging the citizens in the creation of the data, therefore the information created through a smart city project is created by and for the citizens themselves. To improve engagement, a city must understand its specific context and its residents. Using Christchurch, New Zealand, and the Christchurch City Council (CCC) Smart City Project as a case study, this research engages CCC stakeholders in the Smart City Project through a series of interviews, and citizens in Christchurch through a survey and focus groups. A thorough literature review has been conducted, to illuminate the different definitions of the smart city in academia, business and governments respectively, and how these definitions vary from one another. It provides details of a carefully selected set of relevant smart cities internationally and will discuss how the Christchurch Earthquake Sequence of 2010 and 2011 has affected the CCC Smart City Project. The research process, alongside the literature review, shows diverse groups of citizens in the city should be acknowledged in this process. The concept of the smart city is redefined to incorporate the context of Christchurch, its citizens and communities. Community perceptions of smart cities in Christchurch consider the post-disaster environment and this event and subsequent rebuild process should be a focus of the smart city project. The research identified that the CCC needs to focus on participatory approaches in the planning and implementation of smart projects, and community organisations in Christchurch offer an opportunity to understand community perspectives on new smart technology and that projects internationally should consider how the context of the city will affect the participation of its residents. This project offers ideas to influence the behaviour change of citizens through a smart city project. Further research should consider other stakeholders, for instance, innovation and technology-focused business in the city, and to fully engage citizens, future research must continue the process of participatory engagement, and target diverse groups in the city, including but not limited to minority groups, older and younger generations, and those with physical and mental disabilities.
Welcome to the first Recover newsletter from the Marine Ecology Research Group (MERG) at the University of Canterbury. Recover is designed to keep you updated on our MBIE funded earthquake recovery project called RECOVER (Reef Ecology, Coastal Values & Ecosystem Recovery). This first issue provides a summary of some of the big changes we’ve seen. In the next issue we’ll be profiling some of the current research as well as ways you can get involved!
The 14 November 2016 Kaikōura earthquake had major impacts on New Zealand's transport system. Road, rail and port infrastructure was damaged, creating substantial disruption for transport operators, residents, tourists, and business owners in the Canterbury, Marlborough and Wellington regions, with knock-on consequences elsewhere. During both the response and recovery phases, a large amount of information and data relating to the transport system was generated, managed, analysed, and exchanged within and between organisations to assist decision making. To improve information and data exchanges and related decision making in the transport sector during future events and guide new resilience strategies, we present key findings from a recent post-earthquake assessment. The research involved 35 different stakeholder groups and was conducted for the Ministry of Transport. We consider what transport information was available, its usefulness, where it was sourced from, mechanisms for data transfer between organisations, and suggested approaches for continued monitoring.
The Leader Fault was one of at least 17 faults that ruptured the ground surface across the northeastern South Island of New Zealand during the Mw 7.8 2016 Kaikōura Earthquake. The southern ~6 km of the Leader Fault, here referred to as the South Leader Fault (SLF), ruptured the North Canterbury (tectonic) Domain and is the primary focus of this study. The main objective of the thesis is to understand the key factors that contributed to the geometry and kinematics of the 2016 SLF rupture and its intersection with The Humps Fault (HF). This thesis employs a combination of techniques to achieve the primary objective, including detailed mapping of the bedrock geology, geomorphology and 2016 rupture, measurement of 2016 ground surface displacements, kinematic analysis of slip vectors from the earthquake, and logging of a single natural exposure across a 2016 rupture that was treated as a paleoseismic trench. The resulting datasets were collected in the field, from terrestrial LiDAR and InSAR imagery, and from historical (pre-earthquake) aerial photographs for a ~11 km2 study area. Surface ruptures in the study area are a miniature version of the entire rupture from the earthquake; they are geometrically and kinematically complex, with many individual and discontinuous segments of varying orientations and slip senses which are distributed across a zone up to ~3.5 km wide. Despite this variability, three main groups of ruptures have been identified. These are: 1) NE-SW striking, shallow to moderate dipping (25-45°W) faults that are approximately parallel to Cenozoic bedding with mainly reverse dip-slip and, and for the purposes of this thesis, are considered to be part of the SLF. 2) N-S striking, steeply dipping (~85°E) oblique sinistral faults that are up to the west and part of the SLF. 3) E-NE striking, moderate to steeply dipping (45-68°N) dextral reverse faults which are part of the HF. Bedding-parallel faults are interpreted to be flexural slip structures formed during folding of the near-surface Cenozoic strata, while the steeply dipping SLF ruptured a pre-existing bedrock fault which has little topographic expression. Groups 1 and 2 faults were both locally used for gravitational failure during the earthquake. Despite this non-tectonic fault movement, the slip vectors for faults that ruptured during the earthquake are broadly consistent with NCD tectonics and the regional ~100-120° trend of the principal horizontal stress/strain axes. Previous earthquake activity on the SLF is required by its displacement of Cenozoic formations but Late Quaternary slip on the fault prior to 2016 is neither supported by pre-existing fault scarps nor by changes in topography across the fault. By contrast, at least two earthquakes (including 2016) appear to have ruptured the HF from the mid Holocene, consistent with recurrence intervals of no more than ~7 kyr, and with preliminary observations from trenches on the fault farther to the west. The disparity in paleoearthquake records of the two faults suggests that they typically do not rupture together, thus it is concluded that the HF-SLF rupture pattern observed in the Kaikōura Earthquake rarely occurs in a single earthquake.
On November 14 2016 a magnitude 7.8 earthquake struck the south island of New Zealand. The earthquake lasted for just two minutes with severe seismic shaking and damage in the Hurunui and Kaikōura districts. Although these are predominantly rural areas, with scattered small towns and mountainous topography, they also contain road and rail routes that are essential parts of the national transport infrastructure. This earthquake and the subsequent recovery are of particular significance as they represent a disaster following in close proximity to another similar disaster, with the Canterbury earthquakes occurring in a neighboring district five years earlier. The research used an inductive qualitative case study to explore the nature of the Kaikōura recovery. That recovery process involved a complex interplay between the three parties; (a) the existing local government in the district, (b) central government agencies funding the recovery of the local residents and the national transport infrastructure, and (c) recovery leaders arriving with recent expertise from the earlier Canterbury disaster. It was evident that three groups: locals, government, and experts represented a multi-party governance debate in which the control of the Kaikōura earthquake recovery was shared amongst them. Each party had their own expertise, adgenda and networks that they brought to the Kaikōura recovery, but this created tensions between external expertise and local, community leadership. Recent earthquake research suggests that New Zealand is currently in the midst of an earthquake cluster, with further seismic disasters likely to occur in relatively close succession. This is likely to be compounded by the increasing frequency of other natural disasters with the effects of climate change. The present study investigates a phenomenon that may become increasingly common, with the transfer of disaster expertise from one event to another, and the interface between those experts with local and national government in directing recoveries. The findings of this study have implications for practitioners and policy makers in NZ and other countries where disasters are experienced in close spatial and temporal proximity.
This thesis examines the opportunities for young citizens in Christchurch to be engaged in city planning post-disaster. This qualitative study was conducted eight years after the 2010-2011 earthquakes and employed interviews with 18 young people aged between 12-24 years old, 14 of whom were already actively engaged in volunteering or participating in a youth council. It finds that despite having sought out opportunities for youth leadership and advocacy roles post-disaster, young people report frustration that they are excluded from decision-making and public life. These feelings of exclusion were described by young people as political, physical and social. Young people felt politically excluded from decision-making in the city, with some youth reporting that they did not feel listened to by decision-makers or able to make a difference. Physical exclusion was also experienced by the young people I interviewed, who reported that they felt excluded from their city and neighbourhood. This ranged from feeling unwelcome in certain parts of the city due to perceived social stratification, to actual exclusion from newly privatised areas in a post-quake recovery city. Social exclusion was reported by young people in the study in regard to their sense of marginalisation from the wider community, due to structural and social barriers. Among these, they observed a sense of prejudice towards them and other youth due to their age, class and/or ethnicity. The barriers to their participation and inclusion, and their aspirations for Christchurch post-disaster are discussed, as well as the implications of exclusion for young people’s wellbeing and sense of belonging. Results of this study contribute to the literature that challenges the sole focus on children and young peoples’ vulnerability post-disaster, reinforcing their capacity and desire to contribute to the recovery of their city and community (Peek, 2008). This research also challenges the narrative that young people are politically apathetic (Norris, 2004; Nissen, 2017), and adds to our understandings of the way that disasters can concentrate power amongst certain groups, in this case excluding young people generally from decision-making and public life. I conclude with some recommendations for a more robust post-disaster recovery in Christchurch, in ways that are more inclusive of young people and supportive of their wellbeing.
This thesis explores the discussions and perspectives of Christchurch secondary school students in regards to their particular experiences and engagement with Anzac. In this thesis I seek to rigorously and robustly examine these viewpoints through semi-structured focus group interviews and thematic analysis. I seek to situate these youth perspectives within wider debates around Anzac mythology and Anzac resurgence in New Zealand which often do not represent the youth outlook. These debates are seen, on the one hand, to present a resurgence of youth engagement with Anzac and, on the other hand, to present the idea that Anzac has become an exclusionary myth which distorts Australians’ and New Zealanders’ understanding of wider Anzac experiences and educates them in a narrow, militarised way. Youth engagement with Anzac was not something which could be solely situated under either of these debates and, instead, it was seen to be multifaceted and made up of unique ideas and elements. The youth in my study acknowledged that their Anzac education did have mythic elements which made it hard for them to engage with Anzac despite the fact that they were actually interested in learning and understanding it. These mythic elements were the idea that Anzac is taught as a ‘simple narrative’ which does not allow room for critique, that it emphasises a link between Anzac and national identity, that it disregards many alternative Anzac experiences and that it presents a particular New Zealand identity to internalise. These students responded to their mythic Anzac education in a very active way, and instead of accepting it as truth, they were able to have constructive and critical conversations about their education and push against parts of it which they found to be too narrow or skewed in particular directions based on gender, ethnicity and national identity. The students were not passive vessels which internalised their Anzac education as fact; instead, they were able to acknowledge the mythic elements of their education and its negative influence in the classroom. This thesis went further in exploring what factors were seen to enhance this active process of critique and provide students with alternative knowledge and perspectives about Anzac. These factors were ancestral ties to Anzac, research into personal Anzac stories and experiences, unassessed educational units, centenary discussions, an understanding of hardship through the earthquakes and alternative perspectives of the Anzac experience through access to the internet. These factors presented a broader understanding of Anzac perspectives and experiences and students believed that if the mythic elements of their education could be revised and these elements encouraged then their engagement with Anzac would continue long into the future.
