New Zealand GeographerVolume 76, Issue 2 p. 93-99 COMMENTARY The New Zealand Geographer reaches 75 Richard Bedford, Richard Bedford Emeritus Professor, University of Waikato and Auckland University of Technology, Auckland, New ZealandSearch for more papers by this authorRobin Kearns, Robin Kearns School of Environment, University of Auckland, Auckland, New ZealandSearch for more papers by this authorDavid Kennedy, David Kennedy School of Geography, University of Melbourne, Melbourne, AustraliaSearch for more papers by this authorRichard Le Heron, Richard Le Heron Emeritus Professor, School of Environment, University of Auckland, Auckland, New ZealandSearch for more papers by this authorRobyn Longhurst, Robyn Longhurst Deputy Vice-Chancellor Academic, University of Waikato, Hamilton, New ZealandSearch for more papers by this authorJuliana Mansvelt, Corresponding Author Juliana Mansvelt j.r.mansvelt@massey.ac.nz School of People, Environment and Planning, Massey University, Wellington, New Zealand Correspondence Juliana Mansvelt, School of People, Environment and Planning, Massey University, Private Bag 11 222 Palmerston North, Wellington 4442, New Zealand. Email: j.r.mansvelt@massey.ac.nzSearch for more papers by this authorEric Pawson, Eric Pawson Emeritus Professor, University of Canterbury, Christchurch, New ZealandSearch for more papers by this authorRobin Peace, Robin Peace School of People, Environment and Planning, Massey University, Wellington, New ZealandSearch for more papers by this authorMichael Roche, Michael Roche School of People, Environment and Planning, Massey University, Wellington, New ZealandSearch for more papers by this author Richard Bedford, Richard Bedford Emeritus Professor, University of Waikato and Auckland University of Technology, Auckland, New ZealandSearch for more papers by this authorRobin Kearns, Robin Kearns School of Environment, University of Auckland, Auckland, New ZealandSearch for more papers by this authorDavid Kennedy, David Kennedy School of Geography, University of Melbourne, Melbourne, AustraliaSearch for more papers by this authorRichard Le Heron, Richard Le Heron Emeritus Professor, School of Environment, University of Auckland, Auckland, New ZealandSearch for more papers by this authorRobyn Longhurst, Robyn Longhurst Deputy Vice-Chancellor Academic, University of Waikato, Hamilton, New ZealandSearch for more papers by this authorJuliana Mansvelt, Corresponding Author Juliana Mansvelt j.r.mansvelt@massey.ac.nz School of People, Environment and Planning, Massey University, Wellington, New Zealand Correspondence Juliana Mansvelt, School of People, Environment and Planning, Massey University, Private Bag 11 222 Palmerston North, Wellington 4442, New Zealand. Email: j.r.mansvelt@massey.ac.nzSearch for more papers by this authorEric Pawson, Eric Pawson Emeritus Professor, University of Canterbury, Christchurch, New ZealandSearch for more papers by this authorRobin Peace, Robin Peace School of People, Environment and Planning, Massey University, Wellington, New ZealandSearch for more papers by this authorMichael Roche, Michael Roche School of People, Environment and Planning, Massey University, Wellington, New ZealandSearch for more papers by this author First published: 03 July 2020 https://doi.org/10.1111/nzg.12266Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume76, Issue2August 2020Pages 93-99 RelatedInformation

A main weakness in the evaluation of disaster education programs for children is evaluators’ propensity to judge program effectiveness based on changes in children's knowledge. Few studies have articulated an explicit program theory of how children's education would achieve desired outcomes and impacts related to disaster risk reduction in households and communities. This article describes the advantages of constructing program theory models for the purpose of evaluating disaster education programs for children. Following a review of some potential frameworks for program theory development, including the logic model, the program theory matrix, and the stage step model, the article provides working examples of these frameworks. The first example is the development of a program theory matrix used in an evaluation of ShakeOut, an earthquake drill practiced in two Washington State school districts. The model illustrates a theory of action; specifically, the effectiveness of school earthquake drills in preventing injuries and deaths during disasters. The second example is the development of a stage step model used for a process evaluation of What's the Plan Stan?, a voluntary teaching resource distributed to all New Zealand primary schools for curricular integration of disaster education. The model illustrates a theory of use; specifically, expanding the reach of disaster education for children through increased promotion of the resource. The process of developing the program theory models for the purpose of evaluation planning is discussed, as well as the advantages and shortcomings of the theory‐based approaches.

Universities in Aotearoa New Zealand are public institutions established on lands purchased or acquired by government since 1869. As particular sites in the built landscape, they each carry a history and geography. A project at Massey University's Wellington campus seeks to open-up diverse identifications with the 'place' of the campus and has produced resources, established fora, and built relationships that differently recognise aspects of place and identity. The Pakeha authors reflect on the theoretical frameworks that have influenced their work on the project including geography, critical pedagogy, and discourse theory. As Pakeha academics engaging with the indigenous history of the land through which they work, the authors discuss the implications of this knowledge and the difficulties and responsibilities of working in a project that seeks emancipatory outcomes.

Practitioner competence is a critical ingredient in the development of a robust, valid and equitable evaluation. In Aotearoa New Zealand the evaluator competencies identify cultural competence as a core capability. There are some particular challenges that Pākehā (New Zealand European) evaluators face in developing this competency. In grappling with these complex challenges, and in the absence of a pragmatic and systematic way of responding, the writers discuss the use of a heuristic they have developed that may aid enquiry and support evaluators to work in a culturally responsive manner. Three case examples are presented for applying the heuristic in practice. The benefits of, and insights from, using the heuristic are discussed.

This research analysed strong opinions, held by emergency management practitioners and researchers, about developing a regional framework of community resilience indicators. A group of practitioners and another group, of researchers, were planning an International Centre of Excellence, focused on community disaster resilience in Wellington, New Zealand. Five participants from each of the researcher and practitioner groups volunteered to better identify opinion factors among these groups, using Q-methodology. One perspective supporting complicated analysis to inform strategic decisions was particular to the researcher group. Practitioners shared an opposition to insular, top-down decision making. Both groups perceived a need to evaluate opportunities for improving post-disaster outcomes. These perspectives helped develop the International Centre of Excellence and inform comparable approaches to community disaster resilience.

Purpose - Emergency management groups aiming to address community resilience work with complex systems which consist of multiple interacting dynamics. The purpose of this paper is to help ensure that information is displayed in a way which supports strategic performance, to address longer term challenges faced by these groups.Design/methodology/approach - Ten professional emergency managers completed an online simulation of complex, community resilience related tasks faced in their normal working lives. They responded to either table- or diagram-based information about a relevant emergency management strategy. Responses were rated by academic and practitioner experts using 0-5 point Likert scales.Findings - Analyses of the expert ratings found that certain components of macrocognitive performance reached large degrees of inter-rater reliability (rho = 0.76, p = 0.003; rho = 0.58, p = 0.03; rho = 0.53, p = 0.05). Current situation awareness increased by an average of 29 per cent in the diagram condition. Prospective amendment quality also increased, by an average of 38 per cent. A small sample size meant that these increases are difficult to generalise.Research limitations/implications - Extensions of this pilot research could use larger samples and more generic simulation conditions, to increase confidence in the claim that certain displays help improve strategic emergency management planning.Practical implications - It is recommended that further research continues to focus on current and prospective situational awareness, as measures of strategic emergency management performance which can be reliably expert rated.Originality/value - This research provides novel methodological considerations for supporting a more strategic approach to emergency management, with a focus on longer term implications.

In 2013 a new collaborative center was established in Wellington, New Zealand to focus on integrating resilience research with the region’s community disaster resilience strategy. An earlier study with parties to this center had indicated that researcher and practitioner groups were divided by attention to their own immediate knowledge and skills, but agreed there was a need to maximize community resilience benefits amongst a regional population. An action research workshop of researchers and practitioners used a visual logic model to focus on the pragmatic benefits of improving community resilience. The visual logic model was used to design research activities that would improve the regional community resilience strategy, which was still in an early implementation phase. Ten of 14 workshop participants were interviewed following the workshop. Statistical content analysis of interview data highlighted certain strengths of the action research process: visual monitoring and evaluation planning was a catalyst for complicated conversations between two very different groups of professionals; and researchers became more focused on practical issues as a result. Other findings suggested that in future collaborative research governance would benefit from wider cycles of strategic intelligence, enhanced research contributions, and the use of different information formats for different purposes. Different formats for different purposes should also be considered when developing and implementing large-scale disaster risk reduction policies and strategies.

This paper reports on a study that explored, described and sought to understand the social effects of flood events on children's lives. The study had a particular emphasis on eliciting the ideas and perspectives held by the children themselves. The research was undertaken in a community living along the Bengawan Solo River in Central Java, Indonesia where flooding was a frequent and sometimes devastating occurrence. A pragmatic, constructivist social science approach informed mixed methods data collection and thematic analysis. This paper reports specifically on the influence of culture that emerged as part of the overall findings. Four influential cultural elements are identified and presented here: the cultural practise of gotong royong (or ‘mutual help’), the role of local government, the influence of religion, and the social position of children in the Indo-Javanese culture. Children's priorities and actions undertaken during the flood event were found to reflect their cultural context and the constraints these conditions place on their lives. Gotong royong, the local government structure and religion were found to lower children's vulnerability and increase their resiliency. Cultural practises and values promoted the inclusion of children in the disaster response and enabled them to act within their capabilities.

Purpose – The purpose of this paper is to assess the national implementation of disaster preparedness education in New Zealand primary schools through the dissemination of What's the Plan, Stan?, a voluntary, curriculum-based teaching resource. Design/methodology/approach – Results and findings from a focus group study with school teachers and local civil defence staff in 2011 and a nationally representative survey of schools in 2012 were analyzed to identify intervening, facilitating and deterrent factors of uptake and use of the resource. Findings – The main intervening factors between resource promotion and school teachers’ awareness of the resource are word of mouth among school teachers and teachers’ proactive lesson plan research. The strongest facilitating factor was school-wide use of the resource. Lack of awareness of the resource and the perceived need for teacher training are the greatest deterrents to use of the resource. Practical implications – Based on the findings, several recommendations are provided for increasing use of the resource including use of web-based technology for teacher training, integration of disaster preparedness messaging into other children's programs, ongoing evaluation and curriculum requirements. Originality/value – An evaluation of the implementation of What's the Plan, Stan? adds to the limited body of knowledge on the benefits and challenges to distributing a voluntary teaching resource as a national strategy for curriculum integration of disaster education. The findings and lessons are relevant for nations meeting the Core Indicators of progress toward the 2005-2015 Hyogo Framework For Action.

In 2012, Washington state participated in ShakeOut, an annual, one-day event that encourages residents to practice "drop, cover and hold on" drills for earthquakes and evacuation for tsunamis. To better understand the role of school drills in improving individual and community resilience to disasters, this evaluation examined the effectiveness of the ShakeOut drills in improving or maintaining children's accurate risk perceptions and adaptive response capacities for earthquakes and tsunamis. Using matched pretest and posttest questionnaires, the analysis examined both population level and individual differences in children's knowledge and scenario-based knowledge application before and after ShakeOut. Children demonstrated high levels of correct knowledge of protective actions for earthquakes and tsunamis both before and after ShakeOut. However, the findings indicate that significant portions of children have varying levels of knowledge of the causes of injury and approximately a third of children chose an incorrect action or indicated uncertainty in scenarios not commonly practiced in school earthquake drills. Also, more than a quarter of children were not aware they practiced vertical evacuation procedures for a tsunami during ShakeOut. Children would benefit from practice for different scenarios, such as when they are outside or traveling between classes, and explicit lessons on protective actions.

The purpose of this methodological literature review was to investigate how scholars and practitioners currently measure and judge the effectiveness of disaster education programs for children through evaluation. From a systematic search of the published and gray literature, 35 studies were identified and analyzed to develop a categorization of the operational components of the existing body of research, including the types and sources of evaluations, research methods and designs, research participants, outcome indicators, approaches to analysis, and research limitations. A significant finding is that most of what is known about the effectiveness of disaster education programs for children is based on the results of quantitative studies with children that generally focused on measuring children׳s knowledge of disaster risks and protective actions and child reports of preparedness actions. The majority of descriptive and quasi-experimental studies concluded that programs were effective based on the portion or positive change in children׳s correct answers on surveys, and most correlational studies concluded positive outcomes such as household preparedness were associated with children׳s participation in disaster education programs. However, many of the studies had significant methodological limitations. While there is evidence of valuable knowledge change, there is still very limited empirical evidence of how disaster education programs facilitate children׳s roles in household preparedness, their self-protective capacities, or their likelihood of preparing for disasters as adults. In addition to the need to identify and refine program theory and meaningful outcome indicators, the authors suggest several other opportunities for future research.

Sustainability: The Journal of RecordVol. 7, No. 4 Original ArticlesVisually Planning Sustainability Research: A Case Study of Interdisciplinary CollaborationThomas J. Huggins and Robin PeaceThomas J. HugginsSearch for more papers by this author and Robin PeaceSearch for more papers by this authorPublished Online:8 Aug 2014https://doi.org/10.1089/SUS.2014.9781AboutSectionsPDF/EPUB Permissions & CitationsPermissionsDownload CitationsTrack CitationsAdd to favorites Back To Publication ShareShare onFacebookTwitterLinked InRedditEmail FiguresReferencesRelatedDetailsCited byVisualization in environmental policy and planning: a systematic review and research agenda25 August 2020 | Journal of Environmental Policy & Planning, Vol. 22, No. 5Visually Modelling Collaborative Research into Innovative Community Disaster Resilience Practice, Strategy, and Governance15 September 2015 | International Journal of Disaster Risk Science, Vol. 6, No. 3 Volume 7Issue 4Aug 2014 Information©2014 by Mary Ann Liebert, Inc.To cite this article:Thomas J. Huggins and Robin Peace.Visually Planning Sustainability Research: A Case Study of Interdisciplinary Collaboration.Sustainability.Aug 2014.209-218.http://doi.org/10.1089/SUS.2014.9781Published in Volume: 7 Issue 4: August 8, 2014PDF download

The February 2011 Canterbury earthquake was a dramatic reminder of the need for schools to have emergency management plans in place. A number of other disaster and hazard events have historically caused New Zealand schools to close temporarily, and often within a short time frame. At such times principals must act decisively and communicate clearly with their communities in complex and difficult circumstances, carrying risk for student well-being. Here we present two hazard-specific New Zealand case studies, pandemic (H1N1) and adverse weather (snowstorm) − both precipitating instances of temporary school closure. Lessons taken from the case studies offer an opportunity for management staff to reflect on how to best plan for and manage environmental hazards precipitating temporary school closure in order to mitigate immediate and long-term risk to pupils and the wider school community.

New Zealand GeographerVolume 67, Issue 1 p. 65-66 Injustice: Why social inequality persists – By Daniel Dorling Robin Peace, Robin Peace Politics Programme, School of People, Environment and Planning, Massey UniversitySearch for more papers by this author Robin Peace, Robin Peace Politics Programme, School of People, Environment and Planning, Massey UniversitySearch for more papers by this author First published: 07 April 2011 https://doi.org/10.1111/j.1745-7939.2011.01199_3.xRead the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Volume67, Issue1April 2011Pages 65-66 RelatedInformation

This paper follows from the findings of the 2006 review of research on women, gender and migration published in International Migration Review. We begin by discussing three international trends in contemporary migration flows: diversification, bifurcation and feminisation; and examine their significance for New Zealand. We then review the research on gender and economic integration of migrants in developed countries in relation to three aspects: the characteristics of migrants; the strategies migrants use during settlement; and the contexts of reception in receiving communities. We identify insights and omissions in this scholarship relevant to New Zealand policy-oriented migration research. We argue that the gendered nature of migration cannot be ignored, and that while human capital approaches to economic integration are important, they are insufficient for understanding complex migrant outcomes. Rather, comprehensive, integrated and local research is required to understand migrant experience and outcomes and to assess the effectiveness of immigration policy settings.

Southern theory: The global dynamics of knowledge in social science Connell, R. , Polity Press , Cambridge , 2007 . 271 pp . ISBN 0745642499 . In this book, Raewyn Connell makes a strong claim to 'propose a new path for social theory that will help social science to serve democratic purposes on a world scale' (page vii). In the introduction, Connell invokes the concepts of 'democracy', 'dominant powers and genres', the 'global metropole' and 'planetary scales' in a tone that borders on polemic. Nevertheless, she quickly settles to her purpose: her 'experiment with the truth' (page xiii) of critiquing the hegemony of metropolitan knowledge and the marginalization of 'other' knowledges in social theory. The book is divided into four parts. Part one (Northern Theory) examines the chronological development of 'social science', or, more particularly sociology, in 'the North' tracking through from the late 1800s, the Chicago School period, then the 'fixing' of the current canon (Marx, Weber, Durkheim) in the 1960s to the emergence of 'a sociological theory of globalization' (page 52, emphasis in the original). In a brief 18 pages, part two (Looking South) positions Australia, a white settler colony, both on the edge of Asia and in a disavowed indigenous heartland conterminously evolving its own awkward contributions to sociological knowledge that are neither systematic nor independent of the developments in Europe and North America. Part three (Southern Theory) encapsulates the core arguments of the book through a focus on and partial exegesis of literatures from four fields ('indigenous' and 'renaissance' African, Iranian, Latin American and Indian perspectives) that form the basis for Connell's critique of the 'northern' traditions. Finally, part four (Antipodean Reflections) epigrammatically personalizes and grounds the critique that has gone before. The elegance of this structure, with its balance between substance and reflection, presumption and humility, length and brevity, north and south, contributes to the overall readability of Connell's ambitious arguments. This book offers unequivocal points of engagement: what is the text(ure) and mess(age) of the intellectual traditions that inform what is taught in universities in anglo/european/northamerican centres of learning? It stimulated me to recognize the elisions and gaps in the knowledge that I take for granted, and to think differently about the global constructions of sociological knowledge. Thus, by default, I considered the constructions of other forms of knowledge in such global contexts. It places 'southern' names on the 'northern' lectern (al-Afghani, Al-e-Ahmad, Ali Shariati, Raul Prebisch, Garc'a Canclini, Akinsola Akiwowo, Paulin Hountondji, Veena Das and Ashis Nandy): names that embody rich insight and people who make strong knowledge claims but whose voices are most often a whisper, an echo or a silence in contemporary social science. For this reason alone, this is a challenging and necessary book to read for New Zealand human geographers – whether working in universities or secondary schools. Connell is not immune from critique, however. Southern Theory has provoked Margaret Jolly (2008) to write a fine, scholarly essay in the online Australian Humanities Review in which she challenges the lack of the (anthropological) Pacific from Connell's world view. While acknowledging how impossible it is to cover all things in a single volume, I raise three additional points of criticism. The first is directed at the hegemonic conflation of 'social theory' with the discipline of 'sociology'. Geography, history, philosophy and anthropology could all have contributed to a more interdisciplinary account of the 'north's' (mis)cognizance of the 'south', and perhaps most importantly, cultural and women's studies have a particular contribution to critical knowledge building that addresses the power dynamics that interest Connell. Second, I found Connell's selection of theorists reproduced a gender hegemony I anticipated would be destabilized. Notwithstanding the repute of the featured 'southern men', and Connell's arguably pragmatic focus on the 'turgid texts' of 'seminal' thinkers, only some 12 pages acknowledge and discuss feminist scholarship. Vandana Shiva and Veena Das are upheld as creditable Indian scholars but contemporary Islamic women scholars (Haideh Moghissi, for example), or Latina scholars (such as Sonia Alvarez) are absent from her text. Finally, is the absence of any reference to the renaissance and role of indigenous knowledge in Aotearoa/New Zealand of significance? Hirini Moko Mead's latest book on Tikanga Māori speaks to the reinsertion of indigenous knowledge in 'mainstream' curricula and addresses contemporary issues such as bioethics from a Māori knowledge perspective. Furthermore, Mead's name is linked to the establishment of Te Herenga Waka marae on the campus of Victoria University of Wellington, and while Connell does not address 'spaces of learning' this marae represents contestatory space for learning for both Māori and Pākehā in Aotearoa and underwrites the importance of space in social theory. The metropole is perhaps more nuanced than Connell's book makes provision for but the taste we are given of the larger issues appropriately generates an appetite for more thinking on these complex questions. Hopefully, other scholars will pick up this wero and continue the challenging debate.

Evaluation contractors working in the Aotearoa / New Zealand government sector, whether Mori or non-Mori, are expected to use culturally appropriate processes when evaluating mainstream programmes where Mori are a significant subgroup. For independent evaluators, this expectation is generally made explicit in requests for proposals. A range of formal guidelines has been developed over the last decade to support both commissioning agencies and independent evaluators to conduct culturally appropriate evaluations. However, few of the processes suggested in these guidelines are fully incorporated into Pkehevaluation practice. A case study of an anonymised "Programme X" identifies and reviews some of the challenges to good practice and process.