title: Insights About Resilience in Emerging Adulthood From a Small Longitudinal Study in New Zealand

authors: Stanley, Peter

subjects: risk

abstract: In 1998, 12 elementary school students aged 11–12 years, who were living in a disadvantaged suburb in a New Zealand city, were comprehensively assessed and determinations were made regarding their risk statuses. Ten years later, nine of the participants were located and interviewed and the data were examined using interpretative phenomenological analysis (Smith & Osborn, 2008). Three resilience themes were discerned at Time 2: relationships, contexts of development, and personhood and identity. The combination of quantitative and qualitative methodologies at the two assessment points promoted the derivation of a resilience model that connects relational contexts to executive functioning and purposeful action. The investigation also prompted observations about the contribution of qualitative research to the study of resilience.

text: Insights About Resilience in Emerging Adulthood From a Small Longitudinal Study in New Zealand In 1998, 12 elementary school students aged 11–12 years, who were living in a disadvantaged suburb in a New Zealand city, were comprehensively assessed and determinations were made regarding their risk statuses. Ten years later, nine of the participants were located and interviewed and the data were examined using interpretative phenomenological analysis (Smith & Osborn, 2008). Three resilience themes were discerned at Time 2: relationships, contexts of development, and personhood and identity. The combination of quantitative and qualitative methodologies at the two assessment points promoted the derivation of a resilience model that connects relational contexts to executive functioning and purposeful action. The investigation also prompted observations about the contribution of qualitative research to the study of resilience.

year: 2011-07

title: “The best flood I ever had”: Contingent resilience and the (relative) success of adaptive technologies

authors: Connelly, Angela

subjects: Flood risk management

abstract: The practical operationalisation of resilience within cities is strongly linked to technology, such as better construction materials or redesigning urban form. Institutional and private sector actors often focus on issues relating to the technological innovation journey, such as ‘pathways’ to implementation or ‘barriers’ to market uptake, rather than whether adaptive technologies are the most appropriate resilience solution. These discourses frame urban resilience from the perspective of an innovation journey where technologies are perceived to succeed if there is high uptake. However, given the multi-perspective and multi-scale nature of urban resilience, the idea of ‘success’ inevitably has complex spatial, temporal and scalar dimensions. The paper uses the case of property level flood resilience (PFR) technologies in the United Kingdom to introduce the notion of ‘contingent resilience’ as a means to understand the trade-offs that are part of assessing and evaluating climate resilient technologies. We reveal that there are fundamental contradictions in what is deemed as a ‘success’ depending on who is framing the problem, when the judgement is made, or where the scale of analysis lies. Above all, the paper highlights the importance of illuminating the struggles that do not just define success, but that spatially and temporally redistribute climate resilience in a hidden manner.

text: “The best flood I ever had”: Contingent resilience and the (relative) success of adaptive technologies The practical operationalisation of resilience within cities is strongly linked to technology, such as better construction materials or redesigning urban form. Institutional and private sector actors often focus on issues relating to the technological innovation journey, such as ‘pathways’ to implementation or ‘barriers’ to market uptake, rather than whether adaptive technologies are the most appropriate resilience solution. These discourses frame urban resilience from the perspective of an innovation journey where technologies are perceived to succeed if there is high uptake. However, given the multi-perspective and multi-scale nature of urban resilience, the idea of ‘success’ inevitably has complex spatial, temporal and scalar dimensions. The paper uses the case of property level flood resilience (PFR) technologies in the United Kingdom to introduce the notion of ‘contingent resilience’ as a means to understand the trade-offs that are part of assessing and evaluating climate resilient technologies. We reveal that there are fundamental contradictions in what is deemed as a ‘success’ depending on who is framing the problem, when the judgement is made, or where the scale of analysis lies. Above all, the paper highlights the importance of illuminating the struggles that do not just define success, but that spatially and temporally redistribute climate resilience in a hidden manner.

year: 2020

title: Introduction to special edition.

authors: McGee, Clive

subjects: initial teacher education

abstract: This special issue of the Waikato Journal of Education arose from a symposium held at The University of Waikato in June, 2009. The symposium, Initial Teacher Education and the New Zealand Curriculum–Te Marautanga o Aotearoa Symposium, was attended by delegates from all major initial teacher education (ITE) providers in New Zealand. ITE refers to pre-service teacher education, that is, programmes that prepare student teachers to become beginning teachers. Curriculum includes the school and the ITE curriculum.

text: Introduction to special edition. This special issue of the Waikato Journal of Education arose from a symposium held at The University of Waikato in June, 2009. The symposium, Initial Teacher Education and the New Zealand Curriculum–Te Marautanga o Aotearoa Symposium, was attended by delegates from all major initial teacher education (ITE) providers in New Zealand. ITE refers to pre-service teacher education, that is, programmes that prepare student teachers to become beginning teachers. Curriculum includes the school and the ITE curriculum.

year: 2010