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Images for Christchurch Girls High School; more images...

Images, UC QuakeStudies

A sign for Avonside Girls' High School on the front fence of Burnside High School. The photograph has been captioned by BeckerFraserPhotos, "Many schools in Christchurch were closed and so those that were available shared. Here Burnside High School shared facilities with Avonside Girls High School. Greers Road".

Images, UC QuakeStudies

A string quartet from Christchurch Girls High School plays on the riverbank before the River of Flowers event held in Riccarton Bush, commemorating the second anniversary of the 22 February earthquake. In the foreground people wait for the event to start.

Images, UC QuakeStudies

A string quartet from Christchurch Girls High School plays on the riverbank before the River of Flowers event held in Riccarton Bush, commemorating the second anniversary of the 22 February earthquake. In the foreground people wait for the event to start.

Images, UC QuakeStudies

People cast flowers into the Avon River during the River of Flowers event held in Riccarton Bush, commemorating the second anniversary of the 22 February earthquake. In the background is the string quartet from Christchurch Girls High School which played before the event.

Images, UC QuakeStudies

People cast flowers into the Avon River during the River of Flowers event held in Riccarton Bush, commemorating the second anniversary of the 22 February earthquake. In the background is the string quartet from Christchurch Girls High School which played before the event.

Images, UC QuakeStudies

People cast flowers into the Avon River during the River of Flowers event held in Riccarton Bush, commemorating the second anniversary of the 22 February earthquake. In the background is the string quartet from Christchurch Girls High School which played before the event.

Images, UC QuakeStudies

A woman casts flowers into the Avon River during the River of Flowers event held in Riccarton Bush, commemorating the second anniversary of the 22 February earthquake. In the background is the string quartet from Christchurch Girls High School which played before the event.

Research papers, The University of Auckland Library

What does it mean to “be in a mood” at school? This question guides this thesis, which analyses the relationship between young people’s experiences of moods and the discourses and pedagogies of moods they encounter at school. The emotions and moods of young people in Christchurch, New Zealand, have, in recent years, come under considerable scrutiny. A national decline in rates of youth mental health and concern over the lasting psychological effects of the 2010-2011 Christchurch Earthquakes have justified increased attention to and funding for youth mental health promotion and school-based mental health education programs. Drawing on a year-long school ethnography at a public girl’s high school in Christchurch with 22 Year 10 students (age 14-15), this thesis examines how young people interact with state and psychiatric discourses of youth and mental health. It explores how young people integrate and transform these discourses in their experiences and knowledges of moods as they relate to mental health, education, friendships, and the (in)stability of the self in time. Additionally, this thesis proposes an anthropological reconsideration of moods. Developing insights from phenomenological and medical anthropology and bringing them into conversation with ethnographic analysis, the approach to moods in this thesis sees two necessarily interconnected ways in which moods become significant for understanding subjectivity and contemporary society. On the one hand, moods are an integral dimension of phenomenological experience in which it is possible to dwell in affective ambiguities, producing open-ended horizons of experience. On the other hand, young people’s experience of moods is refracted through moods’ medicalised formulation as experience that can be bounded, taxonomized, transformed into kinds of knowledge about the self, and thus acted on in distinct and morally situated ways. Attending to the experience of “being in a mood” at school reveals how medical and psychiatric knowledges are woven into moral experience in the everyday. This moral experience of moods has critical implications for how young people in New Zealand today situate the self in relationships, in the world, and in time, and therefore is particularly revealing for developing anthropological understandings of teenage subjectivity