Drawing on fire: children’s knowledge and needs after a wildfire disaster in Portugal

Ribeiro, Ana Sofia; Silva, Isabel

doi:10.1080/14733285.2019.1699646

Cited by 6 publications

(8 citation statements)

References 31 publications

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“…Post-disaster, it is suggested that education regarding self-protective measures be reinforced. These education programs should be appropriate for children and include parents since infants imitate their behaviors, thus promoting the resilience of the entire community [62].…”

Section: Resultsmentioning

confidence: 99%

“…These studies suggest using tools that, from the education approach in health and self-protection, allowed communities to face risks and prevent such hazards from turning into disasters or rework their experiences once they had occurred. Some of these tools are drawings and children's stories [62], comics or fictional stories [61,63], in-depth interviews and focus groups to determine the level of preparedness and risk perception [60], and also group discussions for community training purposes [59].…”

Section: Resultsmentioning

confidence: 99%

“…Six of the works associated with this SDG contributed to our knowledge of DRR. Two of them investigated the experiences and imaginations of preschool children; the first analyzed children's capacities and resilience during disaster situations [63], and the second, the experiences of children in wildfires [62]. Both studies are exploratory and call for future studies that lead to a deeper understanding of DRR in children.…”

Section: Resultsmentioning

confidence: 99%

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Disaster Risk Reduction Education: Tensions and Connections with Sustainable Development Goals

et al. 2021

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In the last decades, environmental risks and threats have increased human exposure to natural hazards, often affecting the quality of life, especially for vulnerable groups. This article explores the tensions and connections within educational research concerning disaster risk reduction (DRRE) in relation to Sustainable Development Goals (SDGs). Twenty-seven articles published between 2014 and 2020 in various geographic regions regarding disaster risk reduction (DRR) were reviewed, finding that (a) the participation of children, youth, families, and the community is central; (b) non-formal and informal education are equally as relevant as formal education; (c) DRR initiatives can favor broader objectives, such as reducing poverty or advancing towards sustainable communities; and (d) achieving community resilience in the face of socio-natural disasters requires local voices for the design, implementation, and scaling of strategies. However, certain tensions were also found due to the lack of emphasis on the crucial areas of SDGs, which are related to a comprehensive notion of well-being and health education, including mental health and a gender approach, the limited mitigation of risk aggravating factors arising from extreme poverty and the climate crisis, the disconnection between modern and ancestral knowledge, the “top-down” versus “bottom-up” approach in the generation of local solutions, the role of education on disaster risk reduction as a risk mitigation factor, and the requirements to adjust the curriculum synchronously to global environmental needs, are all discussed, thus highlighting and encouraging the urgent cultural changes needed in the Anthropocene era that can be triggered through disaster risk reduction education.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Disaster Risk Reduction Education: Tensions and Connections with Sustainable Development Goals

et al. 2021

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“…It is frequently used in child-led participatory initiatives since it can help to stimulate creative thinking about what participants want to achieve and how to achieve it (Molina et al, 2009). Drawing has been used in numerous projects to assist children to articulate their perceptions and knowledge about risk and disaster (Rowland et al, 2017;Ribeiro and Silva, 2019).…”

Section: Art-based Methods: Drawings Storyboards and 3d Modelsmentioning

confidence: 99%

Children and Young People’s Participation in Disaster Risk Reduction

Mort¹,

Rodríguez‐Giralt²,

Delicado³

2020

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Available Open Access under CC-BY-NC licence. Disasters are complex environmental, social and cultural events and processes yet disaster management approaches tend to simplify responses and homogenise affected populations. Participatory research with more than 550 children across Europe, detailed in this book argues for a radical transformation in children’s roles in disasters. It shows how more child-centred working in civil protection and emergency planning, that recognises children’s capacities in building resilience, benefits at-risk communities as a whole.

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“…However, such initiatives are less pronounced in inland rural areas, where demographic aging and depopulation are severe and isolate young voices. Moreover, young people in such areas suffer directly from the impacts of climate change, such as forest fires, and have concerns that should be mobilized [25,26].…”

Section: Youth Active Citizenship and Environmental Issuesmentioning

confidence: 99%

Exploring the Acceptability of an Environmental Education Program for Youth in Rural Areas: ECOCIDADANIA Project

Silva,

Cunha-Saraiva,

Ribeiro

et al. 2023

Education Sciences

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Background: There has been a growing interest in environmental education programs to improve environmental awareness and behavior change among school-aged youth. Yet, assessment of the approaches aligned with citizen science principles emphasizing community participation and empowerment is scarce. The present study aimed to explore the acceptability of the “ECOCIDADANIA” environmental education program targeted at youth in rural areas. Methods: The program was applied for two years in the municipality of Gouveia, and it involved nature walks methodologies combined with citizen science. A total of 107 students participated in the program. Eighteen participants (13 youth and 5 teachers) were selected as key informants, and semistructured interviews were conducted to assess the appropriateness of the intervention and the perceived benefits. Results: The program was demonstrated to be acceptable to youth and teachers, and its benefits included increasing students’ knowledge, skills and self-efficacy, discovering the territory, promoting environmental awareness, strengthening social relationships between peers and educators, and contributing to the promotion of individual and collective well-being. All the participants were satisfied with the program’s activities and recommend its continuation in the school context. Conclusions: Programs of this nature could foster environmental activism and enhance environmental sustainability at the local level, which reinforces the entrepreneurship profile of the youth.

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Drawing on fire: children’s knowledge and needs after a wildfire disaster in Portugal

Cited by 6 publications

References 31 publications

Disaster Risk Reduction Education: Tensions and Connections with Sustainable Development Goals

Disaster Risk Reduction Education: Tensions and Connections with Sustainable Development Goals

Children and Young People’s Participation in Disaster Risk Reduction

Exploring the Acceptability of an Environmental Education Program for Youth in Rural Areas: ECOCIDADANIA Project

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