Carol Mutch
Biographic Data
| ID | 4425823 |
|---|---|
| NAME | Carol Mutch |
| GIVEN NAMES | Carol |
| FAMILY NAME | Mutch |
| SIGNATURE | MUTCH C |
| AFFILIATIONS | University of Auckland |
| ORCID | 0000-0002-5756-2042 |
| VERIFIED | Yes |
| TOTAL WORKS | 27 |
| TOTAL CITATIONS | 22 |
| WORKS AS AUTHOR | 27 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
‘In military terms, we are just collateral damage’
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…
Employing a caring pedagogy to enhance children’s rights during Covid-19 in Aotearoa New Zealand
In times of disasters and adversity, children are among the most vulnerable. The United Nations Convention on the Rights of the Child (1989) highlights the importance of protecting children from harm and making decisions in their best interests—matters that become heightened in an adverse context. From 2020 to 2023, the government of Aotearoa New Zealand employed strict lockdown and vaccination requirements to ensure that such rights were upheld …
“I couldn't do what I needed to do for my own family”
This article draws data from a wider research project that focused on New Zealand and Australian schools' experiences of delivering education during the COVID-19 pandemic. In this article, we share the stories of 21 classroom teachers as they navigated teaching during the pandemic. We include a subset of teachers who were also parents of school-aged children and explore how they managed their dual role. The findings highlight the toll that teachi…
How schools build community resilience capacity and social capital in disaster preparedness, response and recovery
Schools are an integral part of any community. Over the years, they have contributed to the history, identity and social fabric of their communities. The buildings themselves are familiar landmarks and, as well as their educational function, they provide a range of social, cultural and sporting activities for the wider community. When disaster strikes, schools can be requisitioned for accommodation and relief centres or information hubs. Recommen…
The Remembered Children of Maui - Pan-Pacific Conversations and Solidarities
Call for submissions for the Summer 2024 (Volume 16, No. 1) issue of Cultural and Pedagogical Inquiry entitled The Remembered Children of Maui - Pan-Pacific Conversations and Solidarities, with guest Co-Editors Noah Romero, Carol Mutch and Wairehu Grant
Pasifika girls resisting the schooling regime of safety
In the last few decades, the word ‘safety’ has become silently but increasingly pervasive in educational policies and debates, gaining a new momentum with the pandemic. Our intention in this article is to problematise what is done in schools in the name of safety by delving into the safety policy discourses of a New Zealand school and the narratives of resistance employed by a group of female Pasifika students during the Covid-19 crisis. This cri…
The Remembered Children of Maui - Pan-Pacific Conversations and Solildarities
Call for submissions for the Summer 2024 (Volume 16 No. 1) issue of Cultural and Pedagogical Inquiry entitled The Remembered Children of Maui - Pan-Pacific Conversations and Solidarities, with guest co-editors Noah Romero, Carol Mutch and Wairehu Grant
The Remembered Children of Maui - Pan-Pacific Conversations and Solidarities
Call for submissions for the Summer 2024 (Volume 16 No. 1) issue of Cultural and Pedagogical Inquiry entitled The Remembered Children of Maui - Pan-Pacific Conversations and Solidarities, with guest co-editors Noah Romero, Carol Mutch and Wairehu Grant
Beyond Victims and Villains
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 b…
Improving post-earthquake evacuation preparedness for deaf and hard of hearing children
Instructional mechanisms in immersive virtual reality serious games
Children are vulnerable in earthquakes, but they are also essential to foster earthquake‐resilient communities. It is critical to enhance the preparedness of children against earthquakes through effective education and training. Immersive virtual reality (IVR) and serious games (SGs) are innovative digital technologies that enable realistic and engaging training environments. However, little research has been made on the applications of IVR SGs f…
The role of schools in helping communities copes with earthquake disasters
This article draws from the author’s four-year study of five school communities hit by the 2010–2011 earthquake sequence in the Canterbury region of New Zealand to highlight the roles that schools played in supporting their communities in the aftermath of the disaster. The article begins by synthesising the relevant literature on disasters, schools in earthquake disasters, and the importance of schools to their communities, pre- and post-disaster…
Teaching about war today
This study investigated New Zealand teaching resources produced for the 100th anniversary of the First World War. The purpose was to explore how the war was viewed today by examining what was being presented to children and young people. We analysed hard copy and online resources that were specifically prepared or suggested for the anniversary. Our study revealed that the myth of the Anzac landing at Gallipoli as marking the start of Australia an…
In the footsteps of the Anzacs
Citizenship, globalisation and education
The role of schools in disaster settings
Research with, by, for and about Children
There is a need for critically informed studies that include children's perspectives on the role of children in disaster contexts, given the increased incidence of disasters resulting from the global forces of climate change. Three case studies are presented from two different disaster contexts in Australia and New Zealand, where the notion of child empowerment fits within the broader political culture of liberal democracy. Each of these case stu…
Lessons from disaster
Purpose – 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. Design/methodology/approach – The research designs represented in this special issue and discussed in this introductory paper cover the spectrum from open-ended qualit…
Sailing through a river of emotions”
Purpose – 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. Design/methodology/approach – The approach taken was qualitative and participatory. Each school had contro…
Citizenship Education in New Zealand
Citizenship education appears in the curricula of many nations. The aims of citizenship education are often based on the aspirations of society and supported by research and theory that describes what citizenship education is or should be. Seldom do we find links between these aspirational visions and actual societal outcomes. Citizenship education, in different guises, has been a goal of the New Zealand education system since formal schooling wa…
Toward True Partnership
Tēnā koutou katoa Ko Puketapu te maunga Ko Ngāruroro te awa Ko Marge Wong tōku ingoa No Heretaunga ki Aotearoa ahau Tēnā koutou, tēnā koutou, tēnā tātou katoa 1 1In Maori kawa (protocol) it is important for speakers to identify themselves to their audience, including their origins, geographical locations, tribal and family affiliations. Tēnā koutou katoa Ko Aoraki te maunga Ko Māwhera te awa Ko Carol Mutch tōku ingoa No Te Tai Poutini ki Aotearoa…
The art and craft of rigorous analysis and authentic (re)presentation
Qualitative data analysis requires methodological knowledge and intellectual competence. Analysis is not about adhering to any one correct approach or set of right techniques; it is imaginative, artful, flexible, and reflexive. It should also be methodical, scholarly, and intellectually rigorous. (Coffey and Atkinson, 1996, p.1
The Rise and Rise of Early Childhood Education in New Zealand
In 1996, the early childhood curriculum for New Zealand was released. Until the education reforms of the 1980s, education for the ‘under-fives' and for children of compulsory school aged children (5–16+ year olds) followed separate paths. In the 1980s, the reforms of educational and social services provided an opportunity for the development of a coherent and distinctive statement of the aims and practices of the early childhood movement. This pa…
Citizenship Education in New Zealand
Notions of what it meant to be a citizen of New Zealand have mirrored the social and political changes as the country's identity moved from a British colony, through independence to a bi-cultural country with a more global outlook. Citizenship ideals were originally taught through history, geography, moral education and social studies. Although some countries, such as the United Kingdom, have moved to an explicit citizenship education programme, …
Values Education in New Zealand
In the new social studies curriculum in New Zealand, values exploration is one of the three prescribed ways to approach social studies teaching and learning. This paper provides background discussion of approaches to values education and sets the renewed interest in New Zealand into the historical, social and political context before outlining the particular approach selected by the New Zealand curriculum writers
The role of schools in disaster settings
Citizenship Education in New Zealand
Citizenship education appears in the curricula of many nations. The aims of citizenship education are often based on the aspirations of society and supported by research and theory that describes what citizenship education is or should be. Seldom do we find links between these aspirational visions and actual societal outcomes. Citizenship education, in different guises, has been a goal of the New Zealand education system since formal schooling wa…
Pasifika girls resisting the schooling regime of safety
In the last few decades, the word ‘safety’ has become silently but increasingly pervasive in educational policies and debates, gaining a new momentum with the pandemic. Our intention in this article is to problematise what is done in schools in the name of safety by delving into the safety policy discourses of a New Zealand school and the narratives of resistance employed by a group of female Pasifika students during the Covid-19 crisis. This cri…
The role of schools in helping communities copes with earthquake disasters
This article draws from the author’s four-year study of five school communities hit by the 2010–2011 earthquake sequence in the Canterbury region of New Zealand to highlight the roles that schools played in supporting their communities in the aftermath of the disaster. The article begins by synthesising the relevant literature on disasters, schools in earthquake disasters, and the importance of schools to their communities, pre- and post-disaster…
Citizenship Education in New Zealand
Notions of what it meant to be a citizen of New Zealand have mirrored the social and political changes as the country's identity moved from a British colony, through independence to a bi-cultural country with a more global outlook. Citizenship ideals were originally taught through history, geography, moral education and social studies. Although some countries, such as the United Kingdom, have moved to an explicit citizenship education programme, …
Current Perceptions of the New Social Studies Curriculum in New Zealand
In 1993 The New Zealand Curriculum Framework outlined the key areas of study for all New Zealand schools. One by one curriculum guidelines for the implementation of these key areas were released. The development of the social studies guidelines was a strongly contested process and led to three quite different versions being worked through before the final one was released late 1997. A recent qualitative study shows that this elongated process was…
Employing a caring pedagogy to enhance children’s rights during Covid-19 in Aotearoa New Zealand
In times of disasters and adversity, children are among the most vulnerable. The United Nations Convention on the Rights of the Child (1989) highlights the importance of protecting children from harm and making decisions in their best interests—matters that become heightened in an adverse context. From 2020 to 2023, the government of Aotearoa New Zealand employed strict lockdown and vaccination requirements to ensure that such rights were upheld …
Beyond Victims and Villains
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 b…
Toward True Partnership
Tēnā koutou katoa Ko Puketapu te maunga Ko Ngāruroro te awa Ko Marge Wong tōku ingoa No Heretaunga ki Aotearoa ahau Tēnā koutou, tēnā koutou, tēnā tātou katoa 1 1In Maori kawa (protocol) it is important for speakers to identify themselves to their audience, including their origins, geographical locations, tribal and family affiliations. Tēnā koutou katoa Ko Aoraki te maunga Ko Māwhera te awa Ko Carol Mutch tōku ingoa No Te Tai Poutini ki Aotearoa…
New Zealand Social Studies 1961–1995
The development, nature and role of social studies within the curriculum of New Zealand's primary and intermediate schools between 1961 and 1995 is analysed to show the way in which the particular historical circumstances of the country and the broader changes in society have been formative factors. It is argued that changes in New Zealand's economic and political international relationships have led to a reorientation that has been reflected in …
Current Perceptions of the New Social Studies Curriculum in New Zealand
In 1993 The New Zealand Curriculum Framework outlined the key areas of study for all New Zealand schools. One by one curriculum guidelines for the implementation of these key areas were released. The development of the social studies guidelines was a strongly contested process and led to three quite different versions being worked through before the final one was released late 1997. A recent qualitative study shows that this elongated process was…
Values Education in New Zealand
In the new social studies curriculum in New Zealand, values exploration is one of the three prescribed ways to approach social studies teaching and learning. This paper provides background discussion of approaches to values education and sets the renewed interest in New Zealand into the historical, social and political context before outlining the particular approach selected by the New Zealand curriculum writers
Citizenship Education in New Zealand
Notions of what it meant to be a citizen of New Zealand have mirrored the social and political changes as the country's identity moved from a British colony, through independence to a bi-cultural country with a more global outlook. Citizenship ideals were originally taught through history, geography, moral education and social studies. Although some countries, such as the United Kingdom, have moved to an explicit citizenship education programme, …
The Rise and Rise of Early Childhood Education in New Zealand
In 1996, the early childhood curriculum for New Zealand was released. Until the education reforms of the 1980s, education for the ‘under-fives' and for children of compulsory school aged children (5–16+ year olds) followed separate paths. In the 1980s, the reforms of educational and social services provided an opportunity for the development of a coherent and distinctive statement of the aims and practices of the early childhood movement. This pa…
The art and craft of rigorous analysis and authentic (re)presentation
Qualitative data analysis requires methodological knowledge and intellectual competence. Analysis is not about adhering to any one correct approach or set of right techniques; it is imaginative, artful, flexible, and reflexive. It should also be methodical, scholarly, and intellectually rigorous. (Coffey and Atkinson, 1996, p.1
Toward True Partnership
Tēnā koutou katoa Ko Puketapu te maunga Ko Ngāruroro te awa Ko Marge Wong tōku ingoa No Heretaunga ki Aotearoa ahau Tēnā koutou, tēnā koutou, tēnā tātou katoa 1 1In Maori kawa (protocol) it is important for speakers to identify themselves to their audience, including their origins, geographical locations, tribal and family affiliations. Tēnā koutou katoa Ko Aoraki te maunga Ko Māwhera te awa Ko Carol Mutch tōku ingoa No Te Tai Poutini ki Aotearoa…
Citizenship Education in New Zealand
Citizenship education appears in the curricula of many nations. The aims of citizenship education are often based on the aspirations of society and supported by research and theory that describes what citizenship education is or should be. Seldom do we find links between these aspirational visions and actual societal outcomes. Citizenship education, in different guises, has been a goal of the New Zealand education system since formal schooling wa…
Research with, by, for and about Children
There is a need for critically informed studies that include children's perspectives on the role of children in disaster contexts, given the increased incidence of disasters resulting from the global forces of climate change. Three case studies are presented from two different disaster contexts in Australia and New Zealand, where the notion of child empowerment fits within the broader political culture of liberal democracy. Each of these case stu…
Lessons from disaster
Purpose – 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. Design/methodology/approach – The research designs represented in this special issue and discussed in this introductory paper cover the spectrum from open-ended qualit…
Sailing through a river of emotions”
Purpose – 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. Design/methodology/approach – The approach taken was qualitative and participatory. Each school had contro…
The role of schools in disaster settings
Citizenship, globalisation and education
Teaching about war today
This study investigated New Zealand teaching resources produced for the 100th anniversary of the First World War. The purpose was to explore how the war was viewed today by examining what was being presented to children and young people. We analysed hard copy and online resources that were specifically prepared or suggested for the anniversary. Our study revealed that the myth of the Anzac landing at Gallipoli as marking the start of Australia an…
In the footsteps of the Anzacs
The role of schools in helping communities copes with earthquake disasters
This article draws from the author’s four-year study of five school communities hit by the 2010–2011 earthquake sequence in the Canterbury region of New Zealand to highlight the roles that schools played in supporting their communities in the aftermath of the disaster. The article begins by synthesising the relevant literature on disasters, schools in earthquake disasters, and the importance of schools to their communities, pre- and post-disaster…
Improving post-earthquake evacuation preparedness for deaf and hard of hearing children
Instructional mechanisms in immersive virtual reality serious games
Children are vulnerable in earthquakes, but they are also essential to foster earthquake‐resilient communities. It is critical to enhance the preparedness of children against earthquakes through effective education and training. Immersive virtual reality (IVR) and serious games (SGs) are innovative digital technologies that enable realistic and engaging training environments. However, little research has been made on the applications of IVR SGs f…
The Remembered Children of Maui - Pan-Pacific Conversations and Solildarities
Call for submissions for the Summer 2024 (Volume 16 No. 1) issue of Cultural and Pedagogical Inquiry entitled The Remembered Children of Maui - Pan-Pacific Conversations and Solidarities, with guest co-editors Noah Romero, Carol Mutch and Wairehu Grant
The Remembered Children of Maui - Pan-Pacific Conversations and Solidarities
Call for submissions for the Summer 2024 (Volume 16 No. 1) issue of Cultural and Pedagogical Inquiry entitled The Remembered Children of Maui - Pan-Pacific Conversations and Solidarities, with guest co-editors Noah Romero, Carol Mutch and Wairehu Grant
Beyond Victims and Villains
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 b…
“I couldn't do what I needed to do for my own family”
This article draws data from a wider research project that focused on New Zealand and Australian schools' experiences of delivering education during the COVID-19 pandemic. In this article, we share the stories of 21 classroom teachers as they navigated teaching during the pandemic. We include a subset of teachers who were also parents of school-aged children and explore how they managed their dual role. The findings highlight the toll that teachi…
How schools build community resilience capacity and social capital in disaster preparedness, response and recovery
Schools are an integral part of any community. Over the years, they have contributed to the history, identity and social fabric of their communities. The buildings themselves are familiar landmarks and, as well as their educational function, they provide a range of social, cultural and sporting activities for the wider community. When disaster strikes, schools can be requisitioned for accommodation and relief centres or information hubs. Recommen…
The Remembered Children of Maui - Pan-Pacific Conversations and Solidarities
Call for submissions for the Summer 2024 (Volume 16, No. 1) issue of Cultural and Pedagogical Inquiry entitled The Remembered Children of Maui - Pan-Pacific Conversations and Solidarities, with guest Co-Editors Noah Romero, Carol Mutch and Wairehu Grant
Pasifika girls resisting the schooling regime of safety
In the last few decades, the word ‘safety’ has become silently but increasingly pervasive in educational policies and debates, gaining a new momentum with the pandemic. Our intention in this article is to problematise what is done in schools in the name of safety by delving into the safety policy discourses of a New Zealand school and the narratives of resistance employed by a group of female Pasifika students during the Covid-19 crisis. This cri…
Sociology (24 works) · Political science (20 works) · Law (14 works) · Psychology (13 works) · Law (12 works) · Pedagogy (10 works) · Public relations (9 works) · Social science (9 works) · Disaster Management and Resilience (7 works) · Computer Science (6 works)