ORCID Profile
0000-0002-5756-2042
Current Organisations
The University of Auckland
,
University of Canterbury
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Publisher: Elsevier BV
Date: 03-2015
Publisher: SAGE Publications
Date: 31-10-2022
DOI: 10.1177/14782103221135921
Abstract: Schools can be permanently closed for many reasons – economic rationalisation, post-disaster relocations, population decline or educational failure. Research on permanent school closures reports mostly negative and long-lasting consequences, not just for the school’s staff and students, but for the local community. After the 2010/2011 Canterbury earthquakes in New Zealand, the Ministry of Education produced a plan to permanently close or merge 38 schools. The author followed one school through its closure and the early stages of its merger with a neighbouring school. Although the two schools came together to create a new entity with a new name, the process was not without emotional harm to the school designated as the ‘closing’ school. The ‘continuing’ school, on the other hand, appeared to act beyond its brief and behave in ways that unintentionally contributed to that harm. In the interviews with the closing school, participants reported acts of careless disregard, humiliation and even vindictiveness by the continuing school community. While the emotional impact will have declined over time, there is merit in examining what happened in order to make better policy and implementation decisions for similar situations in the future. In this article, I use Bourdieu’s concepts of symbolic power and symbolic violence to discuss what happened and field, capital and habitus to posit an explanation for why the continuing school acted in the way that it did and why the closing school capitulated.
Publisher: Routledge
Date: 06-09-2022
Publisher: Informa UK Limited
Date: 02-01-2014
Publisher: Emerald
Date: 11-11-2013
Abstract: – The three case studies reported in this paper are drawn from a wider project in which schools in Canterbury, New Zealand, were invited to tell the stories of their experiences of the 2010/2011 earthquakes. The purpose of this paper is to capture the stories for the schools, their communities and for New Zealand's historical record. – The approach taken was qualitative and participatory. Each school had control over their project design and implementation. The researchers were partners and facilitators in assisting each school to reach its goal. In these three case studies approximately 100 participants including principals, teachers, students and families were engaged in generating data to create tangible and long-lasting end products. – The two themes from the data highlighted in this paper are: first, the importance of providing emotional processing opportunities for children without severe post-trauma symptoms to support their recovery and second, the ways in which children can be engaged and given a voice in research that concerns them. – The paper contributes to the wider collection of research on and about the Canterbury earthquakes by giving voice to children and highlighting the role of schools in post-disaster response and recovery. The “continuum of engagement” described here is a new and original model.
Publisher: Informa UK Limited
Date: 02-01-2014
Publisher: SAGE Publications
Date: 04-2015
Publisher: Elsevier BV
Date: 12-2014
Publisher: Elsevier BV
Date: 06-2023
Publisher: Informa UK Limited
Date: 02-01-2014
Publisher: Intellect
Date: 06-2021
DOI: 10.1386/CTL_00061_1
Abstract: The research presented in this article explores how young people in New Zealand exercised their citizenship during the COVID-19 lockdowns. Building upon the theoretical concepts of ‘actions’ and ‘acts of citizenship’, this qualitative study draws on data from the experiences of 30 young people aged over 16 in the city of Auckland. Data included classroom observations, focus group interviews, in idual interviews and the sharing of student artefacts (e.g. posters and videos). The experiences of the participants covered a wide range of engagement in citizenship rights, sites, scales and acts. Our findings offered an alternative to prevailing portrayals of young people as either passive victims or self-centred troublemakers during the COVID-19 pandemic. Lessons for citizenship education are discussed at the end of the article.
Publisher: Informa UK Limited
Date: 12-2011
Publisher: SAGE Publications
Date: 06-01-2022
DOI: 10.1177/20471734211069679
Abstract: During the Covid-19 crisis, stereotypical images of young people as selfish troublemakers or passive victims appeared in the media and scholarly publications. These persistent views disregard many young people's authentic experiences and civic contributions. In this article, we challenge these perceptions by highlighting young people's acts of citizenship during the pandemic lockdowns that took place during 2020 in Aotearoa New Zealand. Despite being internationally praised for its compliant Covid-19 response, citizens were prepared to challenges the pandemic restrictions in order to have their voices heard. Young people were often at the forefront of these protests, wanting to actively participate in matters that concerned them by joining Black Lives Matter marches or c aigning to lower the voting age. At the same time, young people engaged in more personal and invisible acts of citizenship within their families and school communities. In this article, we share evidence from our empirical study into young people's social and political engagement during the Covid-19 lockdowns in Aotearoa New Zealand. Implications of this study for citizenship education are discussed.
Publisher: Elsevier BV
Date: 2004
Publisher: Elsevier BV
Date: 2004
Publisher: Elsevier BV
Date: 2023
Publisher: Elsevier BV
Date: 12-2014
Publisher: SAGE Publications
Date: 2012
DOI: 10.2304/PFIE.2012.10.4.374
Abstract: In line with international trends, assessment policies and practices have increased in importance in New Zealand over the last two decades. The focus in this article is on examining the contested nature of the development of an assessment culture in New Zealand — one that meets the needs of the government by providing information on school accountability and yet maintains the autonomy of schools to continue school-based decision-making. The article begins by providing background to the New Zealand context and a brief description of current policies. The main emphasis, however, is on three companion themes in the development of assessment policy — assessment and improvement, assessment and accountability, and assessment and sustainability. These themes were drawn from an analysis of key documents and aligned with a conceptual framework drawn from the schooling effectiveness literature to provide a lens to examine the past, present and possible future of assessment policy and practice in New Zealand.
Publisher: SAGE Publications
Date: 2012
DOI: 10.2304/PFIE.2012.10.5.569
Abstract: One of the themes of current school evaluation research and debate is the extent to which it is possible to integrate internal and external evaluation and accountability and improvement. In this article, the author outlines how New Zealand has attempted to reconcile these differing perspectives and aims. New Zealand has a national system of school evaluation which has been in place since the education reforms of the 1980s. The Education Review Office (ERO) evaluates the quality of education in all pre-tertiary educational institutions and services. The ERO has adapted its approach over the years as it has been subject to external review, as government priorities have changed and as the process has become embedded in regular school planning and evaluation cycles. The ERO's current strategic focus is on building schools' confidence and competence in conducting self-evaluation as part of an ongoing focus on continuous improvement. This article reports on the iterative development of the Building Capacity in Evaluation (BCiE) project, with particular reference to developing the underpinning conceptual framework – complementary evaluation. The framework aims to bring together the strengths of internal and external evaluation and the ERO's focus on school accountability and improvement in a complementary manner.
Publisher: Intellect
Date: 06-2021
DOI: 10.1386/CTL_00052_1
Abstract: The research presented in this article explores how young people in New Zealand exercised their citizenship during the COVID-19 lockdowns. Building upon the theoretical concepts of ‘actions’ and ‘acts of citizenship’, this qualitative study draws on data from the experiences of 30 young people aged over 16 in the city of Auckland. Data included classroom observations, focus group interviews, in idual interviews and the sharing of student artefacts (e.g. posters and videos). The experiences of the participants covered a wide range of engagement in citizenship rights, sites, scales and acts. Our findings offered an alternative to prevailing portrayals of young people as either passive victims or self-centred troublemakers during the COVID-19 pandemic. Lessons for citizenship education are discussed at the end of the article.
Publisher: F1000 Research Ltd
Date: 23-09-2021
DOI: 10.12688/HRBOPENRES.13290.1
Abstract: Background: We are currently in a period of transition, from the pre-COVID-19 (coronavirus disease 2019) era and the initial reactive lockdowns, to now the ongoing living with and potentially the after COVID-19 period. Each country is at its own in idual stage of this transition, but many have gone through a period of feeling adrift disconnected from normal lives, habits and routines, finding oneself betwixt and between stages, similar to that of liminality. Children and young people have been particularly affected. Aim: To increase the understanding of home and community-based strategies that contribute to children and young people’s capacity to adjust to societal changes, both during and after pandemics. Moreover, to identify ways in which children’s actions contribute to the capacity of others to adjust to the changes arising from the pandemic. The potential for these activities to influence and contribute to broader social mobilisation will be examined and promoted. Research design: To achieve the aim of this study, a participatory health research approach will be taken. The overarching theoretical framework of the COVISION study is that of liminality. The study design includes four work packages: two syntheses of literature (a rapid realist review and scoping review) to gain an overview of the emerging international context of evidence of psychosocial mitigations and community resilience in pandemics, and more specifically COVID-19 qualitative exploration of children and young people’s perspective of COVID-19 via creative outlets and reflections and participatory learning and action through co-production.
Publisher: F1000 Research Ltd
Date: 23-02-2022
DOI: 10.12688/HRBOPENRES.13290.2
Abstract: Background: We are currently in a period of transition, from the pre-COVID-19 (coronavirus disease 2019) era and the initial reactive lockdowns, to now the ongoing living with and potentially the after COVID-19 period. Each country is at its own in idual stage of this transition, but many have gone through a period of feeling adrift disconnected from normal lives, habits and routines, finding oneself betwixt and between stages, similar to that of liminality. Children and young people have been particularly affected. Aim: To increase the understanding of home and community-based strategies that contribute to children and young people’s capacity to adjust to societal changes, both during and after pandemics. Moreover, to identify ways in which children’s actions contribute to the capacity of others to adjust to the changes arising from the pandemic. The potential for these activities to influence and contribute to broader social mobilisation will be examined and promoted. Research design: To achieve the aim of this study, a participatory health research approach will be taken. The overarching theoretical framework of the COVISION study is that of liminality. The study design includes four work packages: two syntheses of literature (a rapid realist review and scoping review) to gain an overview of the emerging international context of evidence of psychosocial mitigations and community resilience in pandemics, and more specifically COVID-19 qualitative exploration of children and young people’s perspective of COVID-19 via creative outlets and reflections and participatory learning and action through co-production.
Publisher: Auckland University of Technology (AUT) Library
Date: 10-12-2021
DOI: 10.24135/TEACHERSWORK.V18I2.334
Abstract: The speed at which the novel coronavirus, known as Covid-19, spread around the world in early 2020, has been well-documented. Countries closed their borders, cities and regions went into lockdown, schools and businesses closed and hospital geared up for an influx of patients (Cameron, 2020 OECD, 2021 UNESCO, 2020). On March 25, New Zealand went into Level 4 lockdown, the most restrictive of the government’s alert level system. The school holidays, due to start on April 9, were brought forward two weeks to give the Ministry of Education and schools a chance to prepare for school-led home learning. A survey of schools highlighted that only half the schools in the country felt they could deliver learning fully online, with lack of devices and limited Internet connectivity being the major problems (New Zealand Government, 2020). Most schools moved into home learning on April 15 and continued until after May 18, when the country moved down to Level 2. On return, schools needed to alter their approaches to comply with social distancing and hygiene requirements until the country returned to Level 1 in June. In August 2020, Auckland schools closed again and yet again several times in 2021 (Author, 2020 Cameron, 2020 Education Review Office [ERO], 2021 Henrickson, 2020 Ministry of Education, 2020). The arrival of the Delta variant in Auckland communities, in late August 2021, led to further regional lockdowns, some of which are still in place at the time of writing. This article draws on in-depth qualitative interviews with 20 teachers in either late 2020 or mid-2021, as part of a larger study of New Zealand schools’ responses to Covid-19. The article begins with a short synthesis of research literature on teachers’ responses to lockdowns overseas and in New Zealand. The methodology for our study is briefly outlined before describing the ‘caring pedagogy’ theoretical framework that underpins the approach to this article. The findings are presented in a semi-chronological order, from teachers’ preparation, to implementation, to returning to school. The findings are interspersed with ‘found poems’ created from verbatim transcripts to highlight teachers’ voices. The discussion section revisits the concepts in the article’s title, that is, ‘Maslow before Bloom.’ The overall purpose of our article is to portray the tension between teachers’ willingness to adopt a caring pedagogy and the toll that it took on them, personally and professionally.
Publisher: Emerald Group Publishing Limited
Date: 28-11-2013
Publisher: Informa UK Limited
Date: 23-03-2023
Publisher: Emerald
Date: 11-11-2013
Abstract: – The purpose of this paper is to view the human experiences of the Canterbury earthquakes through a varied set of disciplinary lenses in order to give voice to those who experienced the trauma of the earthquakes, especially groups whose voices might not otherwise be heard. – The research designs represented in this special issue and discussed in this introductory paper cover the spectrum from open-ended qualitative approaches to quantitative survey design. Data gathering methods included video and audio interviews, observations, document analysis and questionnaires. Data were analysed using thematic, linguistic and statistical tools. – The themes discussed in this introductory paper highlight that the Canterbury response and recovery sequence follows similar phases established in other settings such as Hurricane Katrina and the Australian bushfires. The bonding role of community networks was shown to be important, as was the ability to adapt formal and informal leadership to manage crisis situations. Finally, the authors reinforce the important protocols to follow when researching in sensitive contexts. – The introductory paper only discusses the articles in this special issue but it is important to acknowledge that there are other groups whose stories were not shared due to logistical limitations. – This introductory paper sets the scene for the articles that follow by outlining the importance of the human stories of the Canterbury earthquakes, through the eyes of particular groups, for ex le, medical staff, schools, women, children and refugees. The approach of viewing the experience through different community voices and disciplinary lenses is novel and significant. The lessons that are shared will inform future disaster preparedness, response and recovery policy and planning.
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Carol Mutch.