Landslide exposure awareness: a community-based approach towards the engagement of children

Ruiz-Cortés, Noemi S.; Alcántara-Ayala, Irasema

doi:10.1007/s10346-020-01391-w

Cited by 9 publications

(5 citation statements)

References 69 publications

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“…Resilience can be fostered by working with whole communities, including children. For example, it is possible to use workshops that, aided by technology such as drones, increase local concern about aspects of construction that affect school safety and well-being in risk areas [59] and favor the joint development of evacuation plans, redefining safe places from a multidimensional perspective [60]. During a disaster, decision-makers must consider the needs of children concerning the different geographic conditions in which they live [61].…”

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%

“…Trajber et al (2019) [56] presented a methodology that would allow young people and other protagonists to organize and act in the face of complex and multiscale processes. Similarly, Ruiz-Cortés and Alcántara-Ayala (2020) [59] and Delicado et al, (2017) [26] emphasized the need for the permanent participation of children in DRR and the use of a community-based approach to educating future decision-makers. For their part, Selby et al (2020) [80] proposed redefining "good practices" in climate change education, for example, fusing formal and non-formal education.…”

Section: Resultsmentioning

confidence: 99%

“…Initiatives in DRRE that included children generally reported positive results [22,56,[58][59][60][61][62][63][64]67,72,74,75,80]. Previous research shows an increase in children's awareness about disasters, which encourages them to take initiatives to reverse socioenvironmental damage.…”

Section: Discussionmentioning

confidence: 99%

“…Second, several articles recognize poverty and climate change as factors that aggravate the risks of socio-natural disasters [22,59,77]; however, these studies do not necessarily point to concrete children's behaviors for reversing the origins of these aggravating factors. Long-term learning throughout the community allows a reduction of socio-economic gaps by improving human capacities and resilience.…”

Section: Discussionmentioning

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%