From Aberfan to the ‘Canvey Factor’: schools, children and industrial disasters

Preston, John

doi:10.1080/01425692.2014.961596

Cited by 6 publications

(3 citation statements)

References 15 publications

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“…), but also to situations that seemed less ideological, such as natural disasters. The public debate was influenced in various ways by various historical experiences – Communist totalitarianism, Nazi dictatorship, the Cold War, and other circumstances which led to the transformation of the curriculum and the introduction of elements of education for crisis or risk situations (Chadderton, 2015; Kitagawa et al, 2017; Preston, 2016).…”

Section: The Unstable Form Content and Actors Of Cde In The Internati...mentioning

confidence: 99%

Absence of education in civil defence education: Nationalising education and its actors and knowledge

Wirthová

Barták

2023

European Educational Research Journal

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This paper focuses on the relationship between agency and knowledge within the context of rising nationalism and populism. The case is the Czech debate over the reintroduction of civil defence education (CDE). It was abandoned in 1989 but recently, many new and contradictory calls for its return have appeared. We aim to gain an understanding of what the nationalising of education does with actorship in educational governance and how agency is achieved in pushing or criticising nationalist claims in education. The dataset consists of media entries, strategic documents, and interviews. We argue that the populist repertoire intervened significantly in defining what is the problem that some groups wanted to solve by a renewal of CDE. This situation stabilised the position of security-military expertise as reasonable knowledge, which concealed the educational nature of the problem and thus denied educational actors a role in agency. The role of the state structures responsible for education was problematised and set the difference of the Czech case in the European context regarding educational governance. We conclude that contemporary nationalists’ claims concerning education may be seen as a sign of the changing role of expert knowledge that camouflaged defence education as an educational problem.

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Section: The Unstable Form Content and Actors Of Cde In The Internati...mentioning

confidence: 99%

Absence of education in civil defence education: Nationalising education and its actors and knowledge

Wirthová

Barták

2023

European Educational Research Journal

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“…Others addressed particular historical developments, crises facing young people or policy conflicts. Examples of the subject matter of 'unclassified' papers include: the changing priorities of education publishing (Nixon, 1999); the changing role of the school trade union representative (Stevenson, 2005); teacher perceptions of sex education (Iyer and Aggleton, 2014); and children's experience in the face of industrial disasters (Preston, 2016). While all of these topics may have implications for inequalities, the explication of these inequalities is not the central focus.…”

Section: Criteria For Classificationmentioning

confidence: 99%

Conceptualising the sociology of education: an analysis of contested intellectual trajectories

Power

Rees

2020

British Journal of Sociology of Education

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“…According to Sapirstein (2006), community learning is an important outcome following a disaster and it can be 'locked into' further efforts at building resilience through integrating the lessons learnt with an existing educational curriculum. Preston (2014) has shown that even after a major industrial disaster in the UK, where a large number of children died (the Aberfan disaster, 1966), the dominant paradigm of community resilience did not change. However, particularly in the age of social media, rapid communications and new forms of civic engagement, there is no guarantee that the past will reflect the future.…”

Section: Community Learning and Disastersmentioning

confidence: 99%

Community response in disasters: an ecological learning framework

Preston

Chadderton

Kitagawa

et al. 2015

International Journal of Lifelong Education

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Natural disasters are frequently exacerbated by anthropogenic mechanisms and have social and political consequences for communities. The role of community learning in disasters is seen to be increasingly important. However, the ways in which such learning unfolds in a disaster can differ substantially from case to case. This article uses a comparative case study methodology to examine catastrophes and major disasters from five countries (Japan, New Zealand, the UK, the USA and Germany) to consider how community learning and adaptation occurs. An ecological model of learning is considered, where community learning is of small loop (adaptive, incremental, experimental) type or large loop (paradigm changing) type. Using this model, we consider that there are three types of community learning that occur in disasters (navigation, organization, reframing). The type of community learning that actually develops in a disaster depends upon a range of social factors such as stress and trauma, civic innovation and coercion.

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From Aberfan to the ‘Canvey Factor’: schools, children and industrial disasters

Cited by 6 publications

References 15 publications

Absence of education in civil defence education: Nationalising education and its actors and knowledge

Absence of education in civil defence education: Nationalising education and its actors and knowledge

Conceptualising the sociology of education: an analysis of contested intellectual trajectories

Community response in disasters: an ecological learning framework

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