Enhancing community resilience towards disaster: The contributing factors of school-community collaborative network in the tsunami affected area in Aceh

Oktari, Rina Suryani; Shiwaku, Koichi; Munadi, Khairul; Syamsidik, Syamsidik; Shaw, Rajib

doi:10.1016/j.ijdrr.2017.07.009

Cited by 71 publications

(39 citation statements)

References 20 publications

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“…As for “urban”, the words “urbanization”, “urbanism”, “urbanize/urbanized”, “city”, and “cities” are all considered. Moreover, “community” or “communities” were used as alternative key terms to urban, because community is the main space in urban areas that many resilience studies focus on [ 32 , 33 , 34 , 35 ]. In the consideration of “disaster”, the terms “accident”, “incident”, “calamity”, “catastrophe”, “emergency”, “risk”, “hazard”, “safe/safety”, and “secure/security” and the plural forms are all considered.…”

Section: Methodsmentioning

confidence: 99%

A Scientometric Review of Urban Disaster Resilience Research

Yang

Tan

et al. 2021

IJERPH

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Natural disasters and human-made disasters are threatening urban areas globally. The resilience capacity of the urban system plays an important role in disaster risk response and recovery. Strengthening urban disaster resilience is also fundamental to ensuring sustainable development. Various practices and research for enhancing urban disaster resilience have been carried out worldwide but are yet to be reviewed. Accordingly, this paper gives a scientometric review of urban disaster resilience research by using CiteSpace. The time span (January 2001–January 2021) was selected and divided into three phases based on the number of publications. In addition, according to keyword statistics and clustering results, the collected articles are grouped into four hotspot topics: disaster risk reduction, specific disaster resilience research, resilience assessment, and combination research. The results show that most of the existing research is in the first two categories, and articles in the second and fourth categories both show a high growth rate and could be further research directions. The review indicates that urban disaster resilience is essential for a city’s sustainable development. Moreover, the findings provide scholars a full picture of the existing urban disaster resilience research which can help them identify promising research directions. The findings can also help urban government officials and policymakers review current urban disaster management strategies and make further improvements.

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Section: Methodsmentioning

confidence: 99%

A Scientometric Review of Urban Disaster Resilience Research

Yang

Tan

et al. 2021

IJERPH

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“…One approach to achieve this can be to promote collaboration with a school as the hub of the community. Oktari et al examine 'the school-community collaborative network' in the tsunami risk area in Indonesia, concluding school enables collaboration amongst different stakeholders, including school committees and not-for-profit organisations [21]. For a school-community collaborative network to succeed, the quality of leadership and mutual trust are among the most important enabling factors.…”

Section: Rationale For Cbdrrmentioning

confidence: 99%

Exploring ‘everyday-life preparedness’: Three case studies from Japan

Kitagawa¹

2019

International Journal of Disaster Risk Reduction

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This paper aims to contribute to the conceptualisation and practice of 'everyday-life preparedness [seikatsu bosai]' (EP) initially proposed by Yamori. It reinforces existing community-based disaster risk reduction (CBDRR) systems through embedding preparedness thinking and practice in communities' daily lives. International agencies, governments and experts promote CBDRR to engage 'all of society' and to achieve 'a culture of DRR'. At the same time, the challenges of how to engage communities in DRR actions and how to sustain them in the communities are also recognised. Drawing on three case studies from Japan, the paper suggests that EP could be one approach to respond to these challenges. A need for integrating DRR and community development has already been identified by some authors. Taking this position further, the paper proposes EP as one of the methodologies of integrated CBDRR approaches.

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“…In some societies, the lack of access to science-based earthquake information can hinder preparedness by cultivating misconceptions, such as those relating to fatalism and God's will (Yari et al, 2019;Paradise, 2005) or by blaming and shaming specific population groups (Simpson, 2011;Halvorson and Hamilton, 2007). Previous work has identified schoolbased disaster risk reduction (DRR) education as one of the main contributors to the long-term resilience and empowerment of communities (Subedi et al, 2020;Oktari et al, 2018;UNICEF, 2014;Twigg, 2009). An effective DRR curriculum can prepare children and youth to be agents of change by actively engaging them in learning about geohazard science and school safety measures and preparing them to share their learning with the wider community (see Mitchell et al, 2009, and references therein).…”

Section: Introductionmentioning

confidence: 99%

Using paired teaching for earthquake education in schools

et al. 2021

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Abstract. In this study, we have created 10 geoscience video lessons that follow the paired-teaching pedagogical approach. This method is used to supplement the standard school curriculum with video lessons, instructed by geoscientists from around the world, coupled with activities carried out under the guidance of classroom teachers. The video lessons introduce students to the scientific concepts behind earthquakes (e.g. the Earth's interior, plate tectonics, faulting, and seismic energy), earthquake hazards, and mitigation measures (e.g. liquefaction, structural, and non-structural earthquake hazards). These concepts are taught through hands-on learning, where students use everyday materials to build models to visualize basic Earth processes that produce earthquakes and explore the effects of different hazards. To evaluate the effectiveness of these virtual lessons, we tested our videos in school classrooms in Dushanbe (Tajikistan) and London (United Kingdom). Before and after the video implementations, students completed questionnaires that probed their knowledge on topics covered by each video, including the Earth's interior, tectonic plate boundaries, and non-structural hazards. Our assessment results indicate that, while the paired-teaching video lessons appear to enhance student knowledge and understanding of some concepts (e.g. Earth's interior, earthquake location forecasting, and non-structural hazards), they bring little change to their views on the causes of earthquakes and their relation to plate boundaries. In general, the difference between UK and Tajik students' level of knowledge prior to and after video testing is more significant than the difference between pre- and post-knowledge for each group. This could be due to several factors affecting curriculum testing (e.g. level of teachers' participation and classroom culture) and students' learning of content (e.g. pre-existing hazards knowledge and experience). To maximize the impact of school-based risk reduction education, curriculum developers must move beyond innovative content and pedagogical approaches, take classroom culture into consideration, and instil skills needed for participatory learning and discovery.

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Enhancing community resilience towards disaster: The contributing factors of school-community collaborative network in the tsunami affected area in Aceh

Cited by 71 publications

References 20 publications

A Scientometric Review of Urban Disaster Resilience Research

A Scientometric Review of Urban Disaster Resilience Research

Exploring ‘everyday-life preparedness’: Three case studies from Japan

Using paired teaching for earthquake education in schools

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