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Images, Alexander Turnbull Library

A bus tours a city street with destroyed schools either side. The guide points out destruction on the right from earthquakes and on the left from Hekia Parata. Wider context is the ongoing impact of the Christchurch February 2011 earthquake. The implication is that the earthquake caused physical damage to some schools and that the Minister for Education is responsible for destroying others with her announcement of school closures in Christchurch on 18 February 2013. Quantity: 1 digital cartoon(s).

Images, UC QuakeStudies

A digitally manipulated photograph of a stencilled logo for the Christchurch School of Music. The photographer comments, "The Christchurch School of Music donated several old broken pianos to be placed on Gap Filler sites in Christchurch. Gap Filler make the land where buildings have been demolished into places the local inhabitants can enjoy. As in Maths two negatives make a positive".

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