title: Stories of relocation to the Waikato: Spaces of emotion and affect in the 2010/2011 Canterbury earthquakes, Aotearoa New Zealand

authors: Adams-Hutcheson, Gail

subjects: emotion

abstract: Emotion and affect are enmeshed in the lives of relocated Cantabrians. A project on the lived geographies of relocation disrupts the predominance of model based approaches in hazards and disaster literature. The previously taken-for-granted aspects of how people relate to one another and are in turn shaped by those relationships are of central concern. 

The research brings together the stories of people from 19 households who moved to the Waikato region of New Zealand as a result of the Canterbury earthquakes and aftershocks.  It is argued that exploring relocation through the lens of emotion and affect can give rise to an understanding of the collective aspects of non-conscious, embodied and emotional life-worlds of relocatees. Semi-structured interviews, spontaneous focus groups and follow-up interviews were used to access emotional and affectual geographies and participants’ life experiences.

Three main themes are addressed in relation to disasters: 1) bodies which are proximate and connected to other bodies; 2) sub-conscious and psychosocial aspects of relocation, especially ambivalence; and 3) the co-mingling of materials (buildings, architecture) with an emotional and affective sense of self.  To explain each of these themes in turn, attention is paid to what bodies do to illustrate that proximity and connection are both present and desired by respondents in post-disaster and relocated spaces. The second theme of sub-conscious and psychosocial impacts explores how ambivalence exposes complexity and contradiction, which are tightly bound to the experience of relocation. The third theme of materiality is used to make clear how bodies and buildings are co-constituted. Homes, churches and other city buildings can become containers of memory inspiring feelings of dread, loss, and grief but also, comfort, belonging and identity. Emotion and affect, then, are critical to understanding the impacts of the earthquakes and relocation on people and communities, they are a call to think about complexity and are considered to be a large component of the human experience of surviving a disaster.

text: Stories of relocation to the Waikato: Spaces of emotion and affect in the 2010/2011 Canterbury earthquakes, Aotearoa New Zealand Emotion and affect are enmeshed in the lives of relocated Cantabrians. A project on the lived geographies of relocation disrupts the predominance of model based approaches in hazards and disaster literature. The previously taken-for-granted aspects of how people relate to one another and are in turn shaped by those relationships are of central concern. 

The research brings together the stories of people from 19 households who moved to the Waikato region of New Zealand as a result of the Canterbury earthquakes and aftershocks.  It is argued that exploring relocation through the lens of emotion and affect can give rise to an understanding of the collective aspects of non-conscious, embodied and emotional life-worlds of relocatees. Semi-structured interviews, spontaneous focus groups and follow-up interviews were used to access emotional and affectual geographies and participants’ life experiences.

Three main themes are addressed in relation to disasters: 1) bodies which are proximate and connected to other bodies; 2) sub-conscious and psychosocial aspects of relocation, especially ambivalence; and 3) the co-mingling of materials (buildings, architecture) with an emotional and affective sense of self.  To explain each of these themes in turn, attention is paid to what bodies do to illustrate that proximity and connection are both present and desired by respondents in post-disaster and relocated spaces. The second theme of sub-conscious and psychosocial impacts explores how ambivalence exposes complexity and contradiction, which are tightly bound to the experience of relocation. The third theme of materiality is used to make clear how bodies and buildings are co-constituted. Homes, churches and other city buildings can become containers of memory inspiring feelings of dread, loss, and grief but also, comfort, belonging and identity. Emotion and affect, then, are critical to understanding the impacts of the earthquakes and relocation on people and communities, they are a call to think about complexity and are considered to be a large component of the human experience of surviving a disaster.

year: 2014

title: Deconstructive replication: How to tell if a thought experiment-population pairing is fit for purpose

authors: Weijers, Dan M.

abstract: Thought experiments/scenarios are often rolled out to help answer research questions
The idea is that they tell us what people really think, value, etc. about the research question
But how do we know whether the judgments elicited are really about the research question?
Scenarios might work well for some people but not others.
What we need is a way to assess a scenario-population pairing’s fitness for purpose in relation to a particular research question

text: Deconstructive replication: How to tell if a thought experiment-population pairing is fit for purpose Thought experiments/scenarios are often rolled out to help answer research questions
The idea is that they tell us what people really think, value, etc. about the research question
But how do we know whether the judgments elicited are really about the research question?
Scenarios might work well for some people but not others.
What we need is a way to assess a scenario-population pairing’s fitness for purpose in relation to a particular research question

year: 2017

title: Editorial

authors: Clarkin-Phillips, Jeanette

abstract: As New Zealand contemplates wholesale review of the formal schooling system and the leadership implications thereof, the winds of educational change begin to swirl. Not the persistent, yet gentle flutter of change that evolves the educational landscape in almost imperceptible ways, but tumultuous paradigmatic gales that potentially change it beyond all recognition. Heralded by politicians, economists and capitalists, there is little doubt that the 1989 neoliberal tempest wrought havoc on notions of community and profession. The whirlwind shift from social democracy to market competition, managerialism and performativity saw critical voices silenced and educators disparagingly positioned as self-interested providers. In the rush to legislate Tomorrow’s Schools, 18,000 submissions remained unanalysed and therein lies a crucial lesson: we ignore research at our peril. As educators, we have a moral obligation to generate, disseminate and critique understandings of leadership, policy and practice; to remain open to counter perspectives; and to contribute positively and hopefully to research that empowers and emancipates. Consistent with JELPP’s commitment to honouring diversity in leadership focus, setting, and authorship, articles in this year’s general edition offer fresh insight into topics of interconnected and perennial importance: native knowledge, instructional leadership, indigenous teachers, appraisal, professional values, and safe schools.

text: Editorial As New Zealand contemplates wholesale review of the formal schooling system and the leadership implications thereof, the winds of educational change begin to swirl. Not the persistent, yet gentle flutter of change that evolves the educational landscape in almost imperceptible ways, but tumultuous paradigmatic gales that potentially change it beyond all recognition. Heralded by politicians, economists and capitalists, there is little doubt that the 1989 neoliberal tempest wrought havoc on notions of community and profession. The whirlwind shift from social democracy to market competition, managerialism and performativity saw critical voices silenced and educators disparagingly positioned as self-interested providers. In the rush to legislate Tomorrow’s Schools, 18,000 submissions remained unanalysed and therein lies a crucial lesson: we ignore research at our peril. As educators, we have a moral obligation to generate, disseminate and critique understandings of leadership, policy and practice; to remain open to counter perspectives; and to contribute positively and hopefully to research that empowers and emancipates. Consistent with JELPP’s commitment to honouring diversity in leadership focus, setting, and authorship, articles in this year’s general edition offer fresh insight into topics of interconnected and perennial importance: native knowledge, instructional leadership, indigenous teachers, appraisal, professional values, and safe schools.

year: 2019