A Christchurch primary school is moving into its permanent new home today, nine years after cliffs behind it collapsed during the city's earthquakes.
Redcliffs School subsequently moved to a temporary location in the suburb of Sumner, but the new location will mean the school will return home to Redcliffs, after a land swap with the local park.
The move comes after in 2016, the then National Government, overturned its own decision to close the school.
Christchurch reporter Anan Zaki spoke to principal Rose McInerney ahead of today's move.
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.
A school leader says the Ministry of Education of wasted millions of taxpayer dollars over years of earthquake repairs, and was obstructive and misleading.
The building budget at Christchurch Girls High School has blown out by 50 percent to $40 million and it's not finished, even after five years of work.
Mike Lay, who was chair of the board of trustees for most of those years, until 2018, says the ministry botched the job then targeted him when he tried to hold it accountable.
He told Phil Pennington about the school's struggle to get the school re-built properly.
It's been dubbed Canterbury's little seaside community who never gave up.
Nine years in the making, it was Redcliffs School''s grand re-opening today after earthquake damage rendered the old site unsafe.
The occasion was marked with tears, hugging, singing and some very special guests.
Katie Todd filed this report.
Education advisors are warning that children could suffer mental health problems for years to come if schools botch their return to the classroom.
They say the Christchurch earthquakes and Australian bushfires show teachers should resist the temptation to launch straight back into normal lessons after a major event.
Principals are hoping to learn today when they will move into alert level two and how many of their students will be able to return to school.
RNZ's education correspondent John Gerritsen reports.
Lake Taupō in New Zealand is associated with frequent unrest and small to moderate eruptions. It presents a high consequence risk scenario with immense potential for destruction to the community and the surrounding environment. Unrest associated with eruptions may also trigger earthquakes. While it is challenging to educate people about the hazards and risks associated with multiple eruptive scenarios, effective education of students can lead to better mitigation strategies and risk reduction. Digital resources with user-directed outcomes have been successfully used to teach action oriented skills relevant for communication during volcanic crisis [4]. However, the use of choose your own adventure strategies to enhance low probability risk literacy for Secondary school outreach has not been fully explored. To investigate how digital narrative storytelling can mediate caldera risk literacy, a module “The Kid who cried Supervolcano” will be introduced in two secondary school classrooms in Christchurch and Rotorua. The module highlights four learning objectives: (a) Super-volcanoes are beautiful but can be dangerous (b) earthquake (unrest) activity is normal for super-volcanoes (c) Small eruptions are possible from super-volcanoes and can be dangerous in our lifetimes (d) Super-eruptions are unlikely in our lifetimes. Students will create their digital narrative using the platform Elementari (www.elementari.io). The findings from this study will provide clear understanding of students’ understanding of risk perceptions of volcanic eruption scenarios and associated hazards and inform the design of educational resources geared towards caldera risk literacy.
It's 10 years since the first big Christchurch earthquake - and if you'd just started school then you're now ending your decade of education amidst a global pandemic. We meet two teens for whom disruption is normal.
For some of us, that title may have conjured up childhood memories of making ‘sand-saucer’ gardens for the local flower show or ‘pet and garden’ day at school. But I’ve actually something different in mind. We have found quite a … Continue reading →
