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Images for Schools; more images...

Research papers, The University of Auckland Library

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.

Articles, UC QuakeStudies

Caption reads: "People brought food to the area and we were grateful. It was a disaster but we were coping. Our house was broken but that didn’t mean we had to be."

Articles, UC QuakeStudies

Caption reads: "Yeah yeah, I know, but you’ve got to look. It’s incredible what’s happened to these places. It’s not something you see everyday and once it’s gone, it’s gone forever."

Articles, UC QuakeStudies

Caption reads: "You can’t do a thing about it but I can’t be bothered going house hunting. I’ll just live each day as best I can. I keep thinking it could change again. The dust here doesn’t bother me, the noise doesn’t bother me. When they start pulling down houses the vibrations don’t bother me. Nothing bothers me. We’re all like that. That’s how you have to be when you can’t do a thing about it."

Articles, UC QuakeStudies

Caption reads: "At the moment we’re trying to carry on like everything is normal. It’s not easy. It’s hard sometimes to remember what things were like before the earthquake."

Articles, UC QuakeStudies

Caption reads: "It used to be lovely. We would go out walking all the time and we always went through the wetlands. There was all the beautiful flax and bushes that were around the track, and now it’s gone. All gone."

Articles, UC QuakeStudies

Caption reads: "We were the only people around here for a long time. All of our neighbours moved out. It wont be long until Bexley is empty, and after that it will be gone."

Articles, UC QuakeStudies

A digital photograph in PDF format with caption. Image from the inside of a Red Zoned home in the Horseshoe Lake area. Image depicts the dining area where a poem had been written on the walls by a member of the family. Poem talks about the earthquake, living in Horseshoe Lake, and being Red Zoned and what that means.

Articles, UC QuakeStudies

A digital photograph in PDF format with caption. Image looks south down Kingsford street. Port hills on the horizon with potholes in the foreground that progressively got worse after the Feburary 2011 earthquake.

Articles, UC QuakeStudies

A digital photograph in PDF format with caption. Image depicts the lounge wall where family members had drawn large pictures after the home was deemed Red Zoned.