Eric Pawson – författare

This book critically assesses Christchurch, New Zealand as an evolving post-earthquake city. It examines the impact of the 2010–13 Canterbury earthquake sequence, employing a chronological structure to consider ‘damage and displacement’, ‘recovery and renewal’ and ‘the city in transition’.

It offers a framework for understanding the multiple experiences and realities of post-earthquake recovery. It details how the rebuilding of the city has occurred and examines what has arisen in the context of an unprecedented opportunity to refashion land uses and social experience from the ground up. A recurring tension is observed between the desire and tendency of some to reproduce previous urban orthodoxies and the experimental efforts of others to fashion new cultures of progressive place-making and attention to the more-than-human city. The book offers several lessons for understanding disaster recovery in cities. It illuminates the opportunities disasters create for both the reassertion of the familiar and the emergence of the new; highlights the divergence of lived experience during recovery; and considers the extent to which a post-disaster city is prepared for likely climate futures.

The book will be valuable reading for critical disaster researchers as well as geographers, sociologists, urban planners and policy makers interested in disaster recovery.

This book critically assesses Christchurch, New Zealand as an evolving post-earthquake city. It examines the impact of the 2010–13 Canterbury earthquake sequence, employing a chronological structure to consider ‘damage and displacement’, ‘recovery and renewal’ and ‘the city in transition’.

It offers a framework for understanding the multiple experiences and realities of post-earthquake recovery. It details how the rebuilding of the city has occurred and examines what has arisen in the context of an unprecedented opportunity to refashion land uses and social experience from the ground up. A recurring tension is observed between the desire and tendency of some to reproduce previous urban orthodoxies and the experimental efforts of others to fashion new cultures of progressive place-making and attention to the more-than-human city. The book offers several lessons for understanding disaster recovery in cities. It illuminates the opportunities disasters create for both the reassertion of the familiar and the emergence of the new; highlights the divergence of lived experience during recovery; and considers the extent to which a post-disaster city is prepared for likely climate futures.

The book will be valuable reading for critical disaster researchers as well as geographers, sociologists, urban planners and policy makers interested in disaster recovery.

This book examines significant issues in geography teaching and learning from the perspectives of an international network of academic geographers and postgraduate students. Drawing on classroom experiences and research in a wide variety of educational settings, the authors describe conceptually interesting and practical applications for enhancing student learning through inquiry, problem-based learning, field study, online collaboration, and other highly engaging forms of pedagogy. Other articles focus on approaches for improving the experiences of distance learners, strategies for enhancing the employability of geography students, and preparing students to engage ethical issues in the discipline.

An international audience of educators will find much of value through the use of comparative examples, literature reviews encompassing research in multiple national contexts, and an underlying awareness of the diversity of practices in higher education internationally.

This book is a collection of articles previously published in two special issues of the Journal of Geography in Higher Education.

This book examines significant issues in geography teaching and learning from the perspectives of an international network of academic geographers and postgraduate students. Drawing on classroom experiences and research in a wide variety of educational settings, the authors describe conceptually interesting and practical applications for enhancing student learning through inquiry, problem-based learning, field study, online collaboration, and other highly engaging forms of pedagogy. Other articles focus on approaches for improving the experiences of distance learners, strategies for enhancing the employability of geography students, and preparing students to engage ethical issues in the discipline.

An international audience of educators will find much of value through the use of comparative examples, literature reviews encompassing research in multiple national contexts, and an underlying awareness of the diversity of practices in higher education internationally.

This book is a collection of articles previously published in two special issues of the Journal of Geography in Higher Education.