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Research Papers, Lincoln University

At 00:02 on 14 November, 2016 a destructive 7.8 Mw earthquake struck the North Canterbury region of New Zealand’s South Island. Prior to and following the earthquake, natural and social scientists conducted a significant amount of research on the resilience processes and recovery efforts in North Canterbury. This thesis examines community resilience in Kaikōura, a small town and district greatly impacted by the earthquake. Community resilience has been widely used in disaster risk reduction research, policy, and practice to describe how a group of individuals within a boundary respond to events, hazards, and shifts in their everyday life. Using exploratory inquiry, this thesis adopts qualitative research methods including document analysis, 24 semi-structured interviews, and participant observation to explore the idea that the recent scholarly emphasis on resilience has come at the expense of critical engagement with the complexities of communities. I draw on the idea of ‘collectives’ (comprising community-based organisations or less formal social networks with a shared purpose) as a lens to consider how, when unexpected life events happen, collectives can be regarded as a resource for change or constancy. The examination of collectives following a disaster can lend insight into the many elements of community as they bring people together in collaboration or drive them apart in conflict. This thesis therefore contributes to an enhanced practical and theoretical understanding of both community and resilience.

Research papers, The University of Auckland Library

The author followed five primary (elementary) schools over three years as they responded to and began to recover from the 2010–2011 earthquakes in and around the city of Christchurch in the Canterbury region of New Zealand. The purpose was to capture the stories for the schools themselves, their communities, and for New Zealand’s historical records. From the wider study, data from the qualitative interviews highlighted themes such as children’s responses or the changing roles of principals and teachers. The theme discussed in this article, however, is the role that schools played in the provision of facilities and services to meet (a) physical needs (food, water, shelter, and safety); and (b) emotional, social, and psychological needs (communication, emotional support, psychological counseling, and social cohesion)—both for themselves and their wider communities. The role schools played is examined across the immediate, short-, medium-, and long-term response periods before being discussed through a social bonding theoretical lens. The article concludes by recommending stronger engagement with schools when considering disaster policy, planning, and preparation http://www.schoolcommunitynetwork.org/SCJ.aspx