Photograph captioned by BeckerFraserPhotos, "Portaloos at the Heathcote Valley School".
An incomplete map showing the location of schools relative to new subdivisions.
High school students listening to a performer at the Re-Entry concert.
An aerial photograph captioned by BeckerFraserPhotos, "Christchurch Boys High School".
Remains of the Cranmer Centre, formerly Christchurch Girls High School (1878 - 1986).
An aerial photograph of Christchurch Boys High School on Te Kura Street.
High school students listening to a performer at the Re-Entry concert.
A page banner promoting an article titled, "The state of our schools".
High School students setting up the Re-Entry concert on Gloucester Street.
A photograph of emergency management personnel standing outside a school in Christchurch.
During 2010 and 2011, major earthquakes caused widespread damage and the deaths of 185 people in the city of Christchurch. Damaged school buildings resulted in state intervention which required amendment of the Education Act of 1989, and the development of ‘site sharing agreements’ in undamaged schools to cater for the needs of students whose schools had closed. An effective plan was also developed for student assessment through establishing an earthquake impaired derived grade process. Previous research into traditional explanations of educational inequalities in the United Kingdom, the United States of America, and New Zealand were reviewed through various processes within three educational inputs: the student, the school and the state. Research into the impacts of urban natural disasters on education and education inequalities found literature on post disaster education systems but nothing could be found that included performance data. The impacts of the Canterbury earthquakes on educational inequalities and achievement were analysed over 2009-2012. The baseline year was 2009, the year before the first earthquake, while 2012 is seen as the recovery year as no schools closed due to seismic events and there was no state intervention into the education of the region. National Certificate of Educational Achievement (NCEA) results levels 1-3 from thirty-four secondary schools in the greater Christchurch region were graphed and analysed. Regression analysis indicates; in 2009, educational inequalities existed with a strong positive relationship between a school’s decile rating and NCEA achievement. When schools were grouped into decile rankings (1-10) and their 2010 NCEA levels 1-3 results were compared with the previous year, the percentage of change indicates an overall lower NCEA achievement in 2010 across all deciles, but particularly in lower decile schools. By contrast, when 2011 NCEA results were compared with those of 2009, as a percentage of change, lower decile schools fared better. Non site sharing schools also achieved higher results than site sharing schools. State interventions, had however contributed towards student’s achieving national examinations and entry to university in 2011. When NCEA results for 2012 were compared to 2009 educational inequalities still exist, however in 2012 the positive relationship between decile rating and achievement is marginally weaker than in 2009. Human ethics approval was required to survey one Christchurch secondary school community of students (aged between 12 and 18), teachers and staff, parents and caregivers during October 2011. Participation was voluntary and without incentives, 154 completed questionnaires were received. The Canterbury earthquakes and aftershocks changed the lives of the research participants. This school community was displaced to another school due to the Christchurch earthquake on 22 February 2011. Research results are grouped under four geographical perspectives; spatial impacts, socio-economic impacts, displacement, and health and wellbeing. Further research possibilities include researching the lag effects from the Canterbury earthquakes on school age children.
A photograph of four St James School pupils presenting the AWA Trails project. One of the pupils (centre-right) holds an AWA Trails map. The photograph was taken at the launch of the St James AWA Trail at St James School. All Right? uploaded the photograph to their Facebook Timeline on 2 September 2015 at 3:56pm.
File ref: CCL-2011-03-Operation-Storytime-dscf0465 From the collection of Christchurch City Libraries
An interactive site in which primary and intermediate school children provide descriptions of their experiences, sometimes with pictures. The descriptions are listed in chronological order of posting and can also be accessed by the name of the school.
A photograph of the damaged Christchurch Boys High Radio Shack building.
A photograph of the damaged Christchurch Boys High Radio Shack building.
The entrance way to St Bede's College on Main North Road. The photograph has been captioned by BeckerFraserPhotos, "St Bedes College was co-sharing with Marian College".
A skip and Port-a-loos outside the Cathedral Grammar Girls' Preparatory School.
Photograph captioned by BeckerFraserPhotos, "Christ's College on Rolleston Avenue".
An aerial photograph captioned by BeckerFraserPhotos, "Linwood Intermediate, McLean Street".
Photograph captioned by BeckerFraserPhotos, "Halswell School shows few signs of the earthquake damage it suffered in September 2010".
A photograph of the damaged Christchurch Boys High Radio Shack building.
A photograph of the damaged Christchurch Boys High Radio Shack building.
A photograph of the damaged Christchurch Boys High Radio Shack building.
A photograph of the damaged Christchurch Boys High Radio Shack building.
A photograph of the damaged Christchurch Boys High Radio Shack building.
A photograph of the damaged Christchurch Boys High Radio Shack building.
A photograph of the entrance to QEII Preschool.
This is how the building looked when it was built - fine indeed! democam.iopen.co.nz/ An engineer who owns a similar building in Dunedin, and is willing to put money into this building's restoration, is sure it could be stabilised, just like the Railway Clock Tower. And the t...
INTRODUCTION: After the 2011 Canterbury earthquake, the provision of school social work was extended into a larger number of schools in the greater Christchurch region to support discussions of their practice priorities and responses in post-earthquake schools. FINDINGS: Two main interpretations of need are reflected in the school social workers’ accounts of their work with children and families. Firstly, hardship-focused need, which represented children as adversely influenced by their home circumstances; the interventions were primarily with parents. These families were mainly from schools in low socioeconomic areas. Secondly, anxiety-based need, a newer practice response, which emphasised children who were considered particularly susceptible to the impacts of the disaster event. This article considers how these practitioners conceptualised and responded to the needs of the children and their families in this context. METHOD: A qualitative study examining recovery policy and school social work practice following the earthquakes including 12 semi-structured interviews with school social workers. This article provides a Foucauldian analysis of the social worker participants’ perspectives on emotional and psychological issues for children, particularly those from middle-class families; the main interventions were direct therapeutic work with children themselves. Embedded within these practice accounts are moments in which the social workers contested the predominant, individualising conceptualisations of need to enable more open-ended, negotiable, interconnected relationships in post-earthquake schools. IMPLICATIONS: In the aftermath of disasters, school social workers can reflect on their preferred practice responses and institutional influences in schools to offer children and families opportunities to reject the prevalent norms of risk and vulnerability.