title: Assessing the viability of foldable-expandable container homes for post-disaster housing in New Zealand

authors: Babu, Gayathry

subjects: container homes

abstract: Natural disasters frequently demolish New Zealand, with its diverse landscapes. It is particularly susceptible to various natural disasters due to its unique geological position on the edge of the Pacific Ring of Fire (McKinnon, Scott, and Margaret Cook, 2020). This makes it prone to earthquakes, volcanic activity, tsunamis, and extreme weather events. A notable example of such a disaster is Cyclone Gabrielle, which struck the Hawke's Bay region in New Zealand. It creates wide damage in housing properties, leaving damaged bridges and culverts, buried roads, significant dropouts, and isolated communities in its wake. One of the major difficulties for government authorities and policymakers is to build houses for the victims of such natural disasters within as short a period as possible. The rapid provision of safe, durable, and affordable shelters is essential to restore a sense of normalcy for affected populations. Traditional reconstruction methods are often slow, expensive, and complex, particularly in regions with limited resources or logistical challenges. This has led to the exploration of alternative housing solutions, such as the use of modified shipping containers.

In New Zealand, as it is a reality, expeditious and resilient housing options are crucial for recovery after a natural disaster. Therefore, strategic solutions should be introduced to assist the responsible entities and agencies in providing shelters to the disaster victims within a short duration.

Container homes offer a unique combination of structural integrity, portability, and affordability, making them an attractive option for post-disaster housing. Their inherent durability allows them to withstand harsh environmental conditions, and their modular nature facilitates quick assembly and scalability. Additionally, container homes can be prefabricated and easily transported to disaster sites, reducing the time required for construction and enabling immediate relief efforts. This thesis explores the feasibility of using double-wing expandable foldable container homes as an innovative post-disaster housing solution in New Zealand, focusing on the aftermath of Cyclone Gabrielle in Hawke's Bay.

Findings indicate that container homes offer significant advantages, including reduced construction timelines, cost savings, and the adaptability needed for fast recovery in disaster-affected regions. However, challenges remain in achieving compliance with New Zealand’s stringent building codes and in adapting the homes to withstand several factors such as seismic/ wind resistance, waterproofing, etc. which are prevalent in many disaster-prone areas. Regulatory requirements, such as PS1 and PS4 design approvals and local council consents, emerge as pivotal considerations that can delay deployment if not streamlined.

text: Assessing the viability of foldable-expandable container homes for post-disaster housing in New Zealand Natural disasters frequently demolish New Zealand, with its diverse landscapes. It is particularly susceptible to various natural disasters due to its unique geological position on the edge of the Pacific Ring of Fire (McKinnon, Scott, and Margaret Cook, 2020). This makes it prone to earthquakes, volcanic activity, tsunamis, and extreme weather events. A notable example of such a disaster is Cyclone Gabrielle, which struck the Hawke's Bay region in New Zealand. It creates wide damage in housing properties, leaving damaged bridges and culverts, buried roads, significant dropouts, and isolated communities in its wake. One of the major difficulties for government authorities and policymakers is to build houses for the victims of such natural disasters within as short a period as possible. The rapid provision of safe, durable, and affordable shelters is essential to restore a sense of normalcy for affected populations. Traditional reconstruction methods are often slow, expensive, and complex, particularly in regions with limited resources or logistical challenges. This has led to the exploration of alternative housing solutions, such as the use of modified shipping containers.

In New Zealand, as it is a reality, expeditious and resilient housing options are crucial for recovery after a natural disaster. Therefore, strategic solutions should be introduced to assist the responsible entities and agencies in providing shelters to the disaster victims within a short duration.

Container homes offer a unique combination of structural integrity, portability, and affordability, making them an attractive option for post-disaster housing. Their inherent durability allows them to withstand harsh environmental conditions, and their modular nature facilitates quick assembly and scalability. Additionally, container homes can be prefabricated and easily transported to disaster sites, reducing the time required for construction and enabling immediate relief efforts. This thesis explores the feasibility of using double-wing expandable foldable container homes as an innovative post-disaster housing solution in New Zealand, focusing on the aftermath of Cyclone Gabrielle in Hawke's Bay.

Findings indicate that container homes offer significant advantages, including reduced construction timelines, cost savings, and the adaptability needed for fast recovery in disaster-affected regions. However, challenges remain in achieving compliance with New Zealand’s stringent building codes and in adapting the homes to withstand several factors such as seismic/ wind resistance, waterproofing, etc. which are prevalent in many disaster-prone areas. Regulatory requirements, such as PS1 and PS4 design approvals and local council consents, emerge as pivotal considerations that can delay deployment if not streamlined.

year: 2025-06-13

title: Philosophy of education in the age of digital reason

authors: Peters, Michael A.

subjects: educational philosophy

abstract: In this conversation, Michael A. Peters discusses his philosophy of education in and for the age of digital media. The first part of the conversation classifies Michael Peters’ work in three interlocked themes: philosophy, political knowledge economy, and academic publishing. It explores the power of dialogue for philosophical inquiry, positions dialogue in relation to human learning, and analyses the philosophical thesis of postdisciplinarity. It assesses the role of “big data” and “learning analytics” in (educational) research, and links various approaches to inquiry with creativity. The second part of the conversation introduces the notion of “philosophy as pedagogy,” and introduces Michael Peters’ philosophy of technology. It inquires the role of educational philosophy in the contemporary network society, and explores links between postmodernism / poststructuralism and (neo)Marxism. The third part of the conversation explores the relationships between universalism and the Internet, locates digital postcolonialism, and looks into legacy of the Frankfurt School for learning in the age of digital media. Finally, it discusses Michael Peters’ lifelong fascination with Ludwig Wittgenstein, and outlines the main trajectories of Wittgenstein’s work into present and future of educational philosophy.

text: Philosophy of education in the age of digital reason In this conversation, Michael A. Peters discusses his philosophy of education in and for the age of digital media. The first part of the conversation classifies Michael Peters’ work in three interlocked themes: philosophy, political knowledge economy, and academic publishing. It explores the power of dialogue for philosophical inquiry, positions dialogue in relation to human learning, and analyses the philosophical thesis of postdisciplinarity. It assesses the role of “big data” and “learning analytics” in (educational) research, and links various approaches to inquiry with creativity. The second part of the conversation introduces the notion of “philosophy as pedagogy,” and introduces Michael Peters’ philosophy of technology. It inquires the role of educational philosophy in the contemporary network society, and explores links between postmodernism / poststructuralism and (neo)Marxism. The third part of the conversation explores the relationships between universalism and the Internet, locates digital postcolonialism, and looks into legacy of the Frankfurt School for learning in the age of digital media. Finally, it discusses Michael Peters’ lifelong fascination with Ludwig Wittgenstein, and outlines the main trajectories of Wittgenstein’s work into present and future of educational philosophy.

year: 2015

title: Changing hearts and minds: Investigating transformative praxis from participating in the Poutama Pounamu Blended Learning

authors: Maisey, Carma

subjects: Poutama Pounamu

abstract: The Poutama Pounamu Blended Learning offers a unique bicultural opportunity to critically examine ourselves within the fabric of our society. This metaphoric fabric includes an inequitable education system which was shaped by, and designed to support, an oppressive colonial agenda. Within this education system, which has methodically assimilated and underserved its indigenous Māori children, holding a mirror up to ourselves as teachers to examine our own beliefs, values and practices is absolutely critical but very rarely done. The Blended Learning’s carefully considered underpinnings of Critical and Kaupapa Māori theories provide the tools to raise consciousness. A conscientised educator can recognise, understand and deconstruct prejudice, bias and racism when it reveals itself. This process is achieved by resisting systems and practices that perpetuate the marginalisation of Māori in favour of power-balancing transformative praxis which works to value language, culture and identity as assets in education.
This thesis describes the enduring implications of participating in the Poutama Pounamu Blended Learning by focusing on a number of educators in English-Medium state schools - the very context where our Māori children struggle the most to fit in and prove their potential. These educators suggest that this is an indigenised, evidence based, transformative education reform programme which has changed their lives and the lives of many others who have participated within this project. It has empowered and liberated Māori, Pākehā and Tauiwi participants alike by modelling the nurturing and liberating cultural relationships for responsive pedagogy that all students in Aotearoa should be experiencing. This is a pedagogy which can open hearts and minds and nurture a mauri ora pathway to educational freedom and success.

text: Changing hearts and minds: Investigating transformative praxis from participating in the Poutama Pounamu Blended Learning The Poutama Pounamu Blended Learning offers a unique bicultural opportunity to critically examine ourselves within the fabric of our society. This metaphoric fabric includes an inequitable education system which was shaped by, and designed to support, an oppressive colonial agenda. Within this education system, which has methodically assimilated and underserved its indigenous Māori children, holding a mirror up to ourselves as teachers to examine our own beliefs, values and practices is absolutely critical but very rarely done. The Blended Learning’s carefully considered underpinnings of Critical and Kaupapa Māori theories provide the tools to raise consciousness. A conscientised educator can recognise, understand and deconstruct prejudice, bias and racism when it reveals itself. This process is achieved by resisting systems and practices that perpetuate the marginalisation of Māori in favour of power-balancing transformative praxis which works to value language, culture and identity as assets in education.
This thesis describes the enduring implications of participating in the Poutama Pounamu Blended Learning by focusing on a number of educators in English-Medium state schools - the very context where our Māori children struggle the most to fit in and prove their potential. These educators suggest that this is an indigenised, evidence based, transformative education reform programme which has changed their lives and the lives of many others who have participated within this project. It has empowered and liberated Māori, Pākehā and Tauiwi participants alike by modelling the nurturing and liberating cultural relationships for responsive pedagogy that all students in Aotearoa should be experiencing. This is a pedagogy which can open hearts and minds and nurture a mauri ora pathway to educational freedom and success.

year: 2022