Research Themes

Estellés, M., Bodman, H., & Mutch, C. (2022). Beyond Victims and Villains: Young People’s Acts of Citizenship during Covid-19. Citizenship, Social and Economics Education, 21(2), 79–96. https://doi.org/10.1177/20471734211069679

Gibbs, L., Mutch, C., O’Connor, P., & MacDougall, C. (2013). Research with, by, for and about children: Lessons from disaster contexts. Global Studies of Childhood, 3(2), 129–141. https://doi.org/10.2304/gsch.2013.3.2.129

McAneney, H., Shier, H., Gibbs, L., Davies, C., De Brún, A., Tisdall, K. M., Corrigan, C., Kelly, A., Owens, J., Okoli, O., Wall, T., Alves, H., Kongats, K., Krishna, R. N., Sheppard-LeMoine, D., Wagner, F. A., Wang, J.-J., Mutch, C., Kroll, T., & Somanadhan, S. (2021). Children as innovators: Harnessing the creative expertise of children to address practical and psychosocial challenges of the coronavirus disease 2019 (COVID-19) pandemic—COVISION study protocol. HRB Open Research, 4, 104. https://doi.org/10.12688/hrbopenres.13290.1

Mutch, C. (2013). Citizenship in Action: Young People in the Aftermath of the 2010-2011 New Zealand Earthquakes. Sisyphus: Journal of Education, 1(2), 76-99.

Mutch, C. (2013). “Sailing through a river of emotions”: Capturing children’s earthquake stories. Disaster Prevention and Management, 22(5), 445-455.

Mutch, C. (2014). The role of schools in disaster preparedness, response and recovery: What can we learn from the literature? Pastoral Care in Education, 32(1), 5–22. https://doi.org/10.1080/02643944.2014.880123

Mutch, C. (2015). Leadership in times of crisis: Dispositional, relational and contextual factors influencing school principals’ actions. International Journal of Disaster Risk Reduction, 14, 186–194. https://doi.org/10.1016/j.ijdrr.2015.06.005

Mutch, C. (2015). The impact of the Canterbury earthquakes on schools and school leaders: Educational leaders become crisis managers. Journal of Educational Leadership, Policy and Practice, 30(2), 39–55.

Mutch, C. (2015). The role of schools in disaster settings: Learning from the 2010–2011 New Zealand earthquakes. International Journal of Educational Development, 41, 283–291. https://doi.org/10.1016/j.ijedudev.2014.06.008

Mutch, C. (2015). “Quiet heroes”: Teachers and the Canterbury earthquakes. Australasian Journal of Disaster and Trauma Studies, 19(2), 77-86.

Mutch, C., (2016). Engaging children in participatory research in sensitive contexts. In Sage Research Methods Cases Part 2. SAGE Publications, Ltd., https://doi.org/10.4135/9781526403698

Mutch, C. (2016). Schools as Communities and for Communities: Learning From the 2010-2011 New Zealand Earthquakes. The School Community Journal, 26(1), 115.

Mutch, C. (2017). Children researching their own experiences: Lessons from the Canterbury earthquakes. Set: Research Information for Teachers (Wellington), 2, 3–8. https://doi.org/10.18296/set.0077

Mutch, C. (2018). The place of schools in building community cohesion and resilience: Lessons from a disaster context. In L. Shellevar & P. Westoby (Eds.), The Routledge handbook of community development research, (pp.239-252). Abingdon, UK: Routledge.

Mutch, C. (2020). How might research on schools’ responses to earlier crises help us in the COVID-19 recovery process? Set: Research Information for Teachers (Wellington), 2, 3–10. https://doi.org/10.18296/set.0169

Mutch, C. A. (2021). COVID-19 and The Exacerbation of Educational Inequalities in New Zealand. Perspectives in Education, 39(1), 242–256. https://doi.org/10.18820/2519593X/pie.v39.i1.15

Mutch, C. A. (2022). COVID- 19 and the Exacerbation of Educational Inequalities in New Zealand. In E. Mikulec & T. Ramalho, Enacting Critical Pedagogy Online. Peter Lang Verlag. https://doi.org/10.3726/b19369

Mutch, C. (2022). High expectations, low recognition: the role of principals and teachers in disaster response and recovery in the Asia-Pacific. In H. James, R. Shaw, V. Sharma & A. Lukasiewicz (Eds.), Risk, Resilience and Reconstruction: Science and Governance for Effective Disaster Risk Reduction and Recovery, pp.147-173. Palgrave McMillan.

Mutch, C. (2023). The role of schools in supporting children in times of disaster. S. Tucker & D. Trotman (Eds). Pastoral care in Education: Time for a change. Cambridge Scholars Press.

Mutch, C., & Gawith, E. (2014). The New Zealand earthquakes and the role of schools in engaging children in emotional processing of disaster experiences. Pastoral Care in Education, 32(1), 54–67. https://doi.org/10.1080/02643944.2013.857363

Mutch, C., & Latai, L. (2019). Creativity beyond the formal curriculum: arts-based interventions in post-disaster trauma settings. Pastoral Care in Education, 37(3), 230–256. https://doi.org/10.1080/02643944.2019.1642948

Mutch, C. & Marlowe, J. (2013). Lessons from disaster: The power and place of story. Disaster Prevention and Management, 22(5), 385-394.

Mutch, C., & McKnight, H. (2023). “I couldn’t do what I needed to do for my own family”: Teacher-parents during COVID-19 lockdowns. Social Sciences & Humanities Open, 7(1), 100401. https://doi.org/10.1016/j.ssaho.2023.100401

Mutch, C., Miles, J., & Yates, S. (2020). “River of emotions”: Reflecting on a university-school-community partnership to support children’s emotional processing in a post-disaster context. In R.M. Reardon & J. Leonard (Eds.), Alleviating the Educational Impact of Adverse Childhood Experiences: School-University-Community Collaboration (pp.135-155). Charlotte, NC: Information Age Publishing.

Mutch, C., & Peung, S. (2021). Maslow before Bloom’: Implementing a caring pedagogy during Covid-19. New Zealand Journal of Teachers’ Work, 18(2), 69–90. https://doi.org/10.24135/teacherswork.v18i2.334

Mutch, C., & Romero, N. (2022). A toy bear in lockdown, child-parent attachment and hegemonic peer-orientation. Waikato Journal of Education, 27(1), 93–105. https://doi.org/10.15663/wje.v%vi%i.906

Mutch, C., & Romero, N. (2023). Using visual images to explore young children’s responses to Covid-19 lockdown in New Zealand. In H.J. Bessette, & C. Sutton-Brown, (Eds.), Utilizing visual representation in educational research. Charlotte, NC: Information Age Publishing.

Mutch, C., Tatebe, J., & Peung, S. (2023). Everything to everyone: Educational leadership in unprecedented times. D J. Fowler, J. Vasquez Heilig, S. M. Jouganatos, & A. Johnson (Eds.), Equity and Access: An Analysis of Educational Leadership Preparation, Policy, and Practice, pp. 113-130. Charlotte, NC: Information Age Publishing.

Mutch, C., & Weir, A. (2016). Evaluating in traumatic contexts: Considering the contextual, ethical, emotional, and political aspects. Evaluation Matters—He Take Tō Te Aromatawai, 2, 23–52. https://doi.org/10.18296/em.0010

Mutch, C., Yates, S., & Hu, C. (2015). Gently, gently: Undertaking participatory research with schools post-disaster. Gateways: International Journal of Community Research and Engagement, 8(1), 79-99.

Tatebe, J., & Mutch, C. (2015). Perspectives on education, children and young people in disaster risk reduction. International Journal of Disaster Risk Reduction, 14, 108–114. https://doi.org/10.1016/j.ijdrr.2015.06.011

Romero, N., Thompson, A., & Mutch, C. (2022). Editorial – Education in Turbulent Times. Pacific-Asian Education, 33, 1–6.

Tatebe, J. & Mutch, C. (2023). Building reciprocal university-school-community relationships to explore the impact of Covid-19 on rural schools in Aotearoa New Zealand. In Reardon, R.M. & Leonard, J. (Eds.), School-university-community research in a (post)COVID-19 world. Charlotte, VA: Information Age Publishing.