It’s been a busy month for Underground Overground Archaeology as we’ve been actively involved in New Zealand Archaeology Week 2018 running displays, historical tours, and talks – all of them highly successful thanks to history and archaeology lovers across the … Continue reading →
When people first settled in Aotearoa, they had no idea that they were sitting upon a slice of one of two supercontinents; Gondwanaland. Around eighty-three million years ago this slice we now live on, known to us as Zealandia, broke … Continue reading →
Lyttelton is a fun and exciting place to do archaeology. I’ve been lucky enough to get to do a bit of archaeology in Lyttelton in the last few months, mainly out in the road, because of the digging that’s been … Continue reading →
The word archaeology comes from the Greek archaia (“ancient things”) and logos (“theory” or “science”). So, archaeologists study past societies through the material culture. In other words, we write the history analysing what people threw away or left behind. That’s … Continue reading →
Bones, of the animal variety, are a common find on historic archaeological sites in Christchurch. The vast majority of the bones we come across are sheep and cattle, with the occasional pig and chicken showing up as well. From these … Continue reading →
Today we would like to take you through some art work created by our team over the years. But this isn’t for your local charity art auction – these images illustrate the archaeological process we undertake on a daily basis. … Continue reading →
We have published previously on the importance of buildings, be they residential or commercial, as an artefact in understanding 19th century culture in New Zealand. While it’s easy to overlook the humble cottage as a source of archaeological data, houses … Continue reading →
This paper explores the scope of small-scale radio to create an auditory geography of place. It focuses on the short term art radio project The Stadium Broadcast, which was staged in November 2014 in an earthquake-damaged sports stadium in Christchurch, New Zealand. Thousands of buildings and homes in Christchurch have been demolished since the Februrary 22, 2011 earthquake, and while Lancaster Park sports stadium is still standing, it has been unused since that date and its future remains uncertain. The Stadium Broadcast constructed a radio memorial to the Park’s 130 year history through archival recordings, the memories of local people, observation of its current state, and a performed site-specificity. The Stadium Broadcast reflected on the spatiality of radio sounds and transmissions, memory, post-disaster transitionality, and the im-permanence of place.
For 150,000 Christchurch school students, the 12.51 pm earthquake of 22 February 2011 shattered their normal lunch time activities and thrust their teachers into the role of emergency first responders. Whether helping students (children) escape immediate danger, or identifying and managing the best strategies for keeping children safe, including provision of extended caregiving when parents were unable to return to school to retrieve their children, teachers had to manage their own fears and trauma reactions in order to appear calm and prevent further distress for the children in their care. Only then did teachers return to their families. Eighteen months later, twenty teachers from across Christchurch, were interviewed. At 12.51pm, the teachers were essentially first responders. Using their usual methods for presenting a calm and professional image, the teachers’ emotion regulation (ER) strategies for managing their immediate fears were similar to those of professional first responders, with similar potential for subsequent burnout and negative emotional effects. Teachers’ higher emotional exhaustion and burnout 18 months later, were associated with school relocation. Lower burnout was associated with more emotional awareness, ER and perceived support. Consistent with international research, teachers’ use of cognitive reappraisal (re-thinking a situation) was an effective ER strategy, but this may not prevent teachers’ emotional resources from eventually becoming depleted. Teachers fulfill an important role in supporting children’s psychosocial adjustment following a natural disaster. However, as also acknowledged in international research, we need to also focus on supporting the teachers themselves.