Repatriation, innovation, virtual reality and other digital opportunities and issues around earthquake strengthening buildings will all come up for debate next weekend at our museums' national conference in Christchurch. The MA18 Conference brings together several hundred museum leaders to talk about a time of rapid change in how museums display their taonga and how they reach out to their communities. Lynn Freeman spoke to Phillipa Tocker who's the Executive Director of Museums Aotearoa, and to one of the guest speakers, futurist Kaila Colbin who's curator of TEDxChristchurch and TEDxScottBase, co-founder and Chair of the Ministry of Awesome and a director of ChristchurchNZ which is responsible for tourism, major events and economic development in the city.
This thesis explores the discussions and perspectives of Christchurch secondary school students in regards to their particular experiences and engagement with Anzac. In this thesis I seek to rigorously and robustly examine these viewpoints through semi-structured focus group interviews and thematic analysis. I seek to situate these youth perspectives within wider debates around Anzac mythology and Anzac resurgence in New Zealand which often do not represent the youth outlook. These debates are seen, on the one hand, to present a resurgence of youth engagement with Anzac and, on the other hand, to present the idea that Anzac has become an exclusionary myth which distorts Australians’ and New Zealanders’ understanding of wider Anzac experiences and educates them in a narrow, militarised way. Youth engagement with Anzac was not something which could be solely situated under either of these debates and, instead, it was seen to be multifaceted and made up of unique ideas and elements. The youth in my study acknowledged that their Anzac education did have mythic elements which made it hard for them to engage with Anzac despite the fact that they were actually interested in learning and understanding it. These mythic elements were the idea that Anzac is taught as a ‘simple narrative’ which does not allow room for critique, that it emphasises a link between Anzac and national identity, that it disregards many alternative Anzac experiences and that it presents a particular New Zealand identity to internalise. These students responded to their mythic Anzac education in a very active way, and instead of accepting it as truth, they were able to have constructive and critical conversations about their education and push against parts of it which they found to be too narrow or skewed in particular directions based on gender, ethnicity and national identity. The students were not passive vessels which internalised their Anzac education as fact; instead, they were able to acknowledge the mythic elements of their education and its negative influence in the classroom. This thesis went further in exploring what factors were seen to enhance this active process of critique and provide students with alternative knowledge and perspectives about Anzac. These factors were ancestral ties to Anzac, research into personal Anzac stories and experiences, unassessed educational units, centenary discussions, an understanding of hardship through the earthquakes and alternative perspectives of the Anzac experience through access to the internet. These factors presented a broader understanding of Anzac perspectives and experiences and students believed that if the mythic elements of their education could be revised and these elements encouraged then their engagement with Anzac would continue long into the future.
On November 14 2016 a magnitude 7.8 earthquake struck the south island of New Zealand. The earthquake lasted for just two minutes with severe seismic shaking and damage in the Hurunui and Kaikōura districts. Although these are predominantly rural areas, with scattered small towns and mountainous topography, they also contain road and rail routes that are essential parts of the national transport infrastructure. This earthquake and the subsequent recovery are of particular significance as they represent a disaster following in close proximity to another similar disaster, with the Canterbury earthquakes occurring in a neighboring district five years earlier. The research used an inductive qualitative case study to explore the nature of the Kaikōura recovery. That recovery process involved a complex interplay between the three parties; (a) the existing local government in the district, (b) central government agencies funding the recovery of the local residents and the national transport infrastructure, and (c) recovery leaders arriving with recent expertise from the earlier Canterbury disaster. It was evident that three groups: locals, government, and experts represented a multi-party governance debate in which the control of the Kaikōura earthquake recovery was shared amongst them. Each party had their own expertise, adgenda and networks that they brought to the Kaikōura recovery, but this created tensions between external expertise and local, community leadership. Recent earthquake research suggests that New Zealand is currently in the midst of an earthquake cluster, with further seismic disasters likely to occur in relatively close succession. This is likely to be compounded by the increasing frequency of other natural disasters with the effects of climate change. The present study investigates a phenomenon that may become increasingly common, with the transfer of disaster expertise from one event to another, and the interface between those experts with local and national government in directing recoveries. The findings of this study have implications for practitioners and policy makers in NZ and other countries where disasters are experienced in close spatial and temporal proximity.
This dissertation explores the advocacy for the Christchurch Town Hall that occurred in 2012-2015 after the Canterbury Earthquakes. It frames this advocacy as an instance of collective-action community participation in a heritage decision, and explores the types of heritage values it expressed, particularly social values. The analysis contextualises the advocacy in post-quake Christchurch, and considers its relationship with other developments in local politics, heritage advocacy, and urban activism. In doing so, this dissertation considers how collective action operates as a form of public participation, and the practical implications for understanding and recognising social value. This research draws on studies of practices that underpin social value recognition in formal heritage management. Social value is held by communities outside institutions. Engaging with communities enables institutions to explore the values of specific places, and to realise the potential of activating local connections with heritage places. Such projects can be seen as participatory practices. However, these processes require skills and resources, and may not be appropriate for all places, communities and institutions. However, literature has understudied collective action as a form of community participation in heritage management. All participation processes have nuances of communities, processes, and context, and this dissertation analyses these in one case. The research specifically asked what heritage values (especially social values) were expressed through collective action, what the relationship was with the participation processes, communities, and wider situation that produced them, and the impact on institutional rhetoric and decisions. The research analysed values expressed in representations made to council in support of the Town Hall. It also used documentary sources and interviews with key informants to analyse the advocacy and decision-making processes and their relationships with the wider context and other grassroots activities. The analysis concluded that the values expressed intertwined social and professional values. They were related to the communities and circumstance that produced them, as an advocacy campaign for a civic heritage building from a Western architectural tradition. The advocacy value arguments were one of several factors that impacted the decision. They have had a lasting impact on rhetoric around the Town Hall, as was a heritage-making practice in its own right. This dissertation makes a number of contributions to the discussion of social value and community in heritage. It suggests connections between advocacy and participation perspectives in heritage. It recommends consideration of nuances of communities, context, and place meanings when using heritage advocacy campaigns as evidence of social value. It adds to the literature on heritage advocacy, and offers a focused analysis of one of many heritage debates that occurred in post-quake Christchurch. Ultimately, it encourages practice to actively integrate social and community values and to develop self-reflexive engagement and valuation processes. Despite inherent challenges, participatory processes offer opportunities to diversify understandings of value, co-produce heritage meanings with communities, and empower citizens in democratic processes around the places they live with and love.
