Pedagogies of the Unknown: Unpacking ‘Culture’ in Disaster Risk Reduction Education

Benadusi, Mara

doi:10.1111/1468-5973.12050

Cited by 58 publications

(40 citation statements)

References 37 publications

(40 reference statements)

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“…The authors show how resilience can be achieved through modifying everyday electricity‐related practices. In risk and crisis literature (e.g., Ainuddin & Routray, ; Benadusi, ; Ferdinand, O'Brien, O'Keefe, & Jayawickrama, ; Joerin, Shaw, Takeuchi, & Krishnamurthy, ), resilience is often used to refer to the abilities or features where individuals, households, or communities are being described as either being or not being resilient in terms of recovering from , rather than coping with, a crisis or disaster (for a critical discussion on the concept of resilience see for example Bergström () and Olofsson, Giritli Nygren, and Öhman ()). More so, as resilience has its origin in policy documents on crisis management, making it part of the top‐down notion of crisis management, we find it hard to apply the concept when approaching crisis preparedness from a household perspective.…”

Section: Previous Researchmentioning

confidence: 99%

Coping with blackouts: A practice theory approach to household preparedness

Heidenstrøm

Kvarnlöf

2017

Contingencies & Crisis Mgmt

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The article focuses on how rural households cope with blackouts caused by winter storms. We approach household preparedness using a practice theory perspective, and argue that preparedness is mundanely preformed as part of everyday practices. The data material consists of at home visits to 14 households from Norway and Sweden. The results demonstrate that households cope with blackouts by activating and mobilising competences, meanings and materials belonging to different practices, and that this is an ongoing process to ensure the continuation of everyday life during disruption. The article concludes by arguing for the need to bring forward studies on informal preparedness activities, in a research field where household preparedness tends to be framed using a top‐down perspective on crisis management.

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Section: Previous Researchmentioning

confidence: 99%

Coping with blackouts: A practice theory approach to household preparedness

Heidenstrøm

Kvarnlöf

2017

Contingencies & Crisis Mgmt

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“…Recently, the Sendai Framework has improved the paradigm shift through the implementation of integrated and inclusive economic, structural, legal, social, health, cultural, educational, environmental, technological, political, and institutional measures that prevent and reduce hazard exposure and vulnerability to disaster, increase preparedness for response and recovery, and thus strengthen resilience. The contexts of education are (1) school education (from teachers and pro-active with teachers and students); (2) selfeducation; (3) community education; and (4) family education [11]. A school-based DRR program is an intervention strategy to promote DRR awareness to the school community.…”

Section: B the School Community And Drr Programmentioning

confidence: 99%

A Critical Analysis of Dramatization on Evacuation Drill

anggaryani¹

2019

Proceedings of the Mathematics, Informatics, Science, and Education International Conference (MISEIC 2019)

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This paper presents a critical analysis of dramatization used in an evacuation drill in Indonesian elementary schools. Practical safety procedures become more prioritized than theoretical knowledge when it comes to saving a life from the risk of a natural disaster. Evacuation drill provides practice of safety procedures that contribute to raising public awareness of disaster risk. Evacuation drill, then, becomes essential in promoting Disaster Risk Reduction (DRR) awareness. During the evacuation drill, role-playing becomes a new trend to communicate DRR strategy to the school community. In this paper, the methods used for data collection are observation and interview. A three-step data process applied for data interpretation: transcription, coding, and description. A critical analysis presented with a focus on three-parameter: respond, remember, and readiness. Fourteen elementary schools were visited. Fourteen school principals and fourteen teachers were interviewed as the representative of their school communities. The observations show that roleplaying in evacuation drill affects the community's attention in DRR. The interview with the school principals and teachers shows positive responses towards role-playing during the evacuation drill. However, although the school community shows positive respond, the school principals and teachers also identified the challenge in conducting the evacuation drill with drama setting. About 57.1% of the school principals thought that dramatization during evacuation drill is time-consuming, and 64.2% of teachers also feel the same. About 42.8% of school principals admitted that their school community is not ready if the real disaster occurred. Meanwhile, 71.4% of teachers admitted that they might not act appropriately if the real disaster occurs. The interviews with the school principals also show that their attention towards evacuation drill does not guarantee the commitment from the school community to continue the program independently. About 78.5% of the school principals admitted they would continue the drill as long as there is an instruction from the local authorities. A dramatization, as the nature of role-playing, provides the emotional aspect that affects the ability to make a decision during a critical condition. However, the capacity of the brain to remember the detail of information is limited. People often forget the detail of information, but they often remember part of the information that interesting, exciting, and eye-catching for them. Further research for evaluating the implementation of evacuation drill in schools is needed to develop better DRR training and education for the school community.

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“…The education of communities about how to reduce disaster risk remains an important component of DRR. (Benadusi, 2014;Cadag et al, 2017;Luna, 2012;Mönter & Otto, 2017;Sharpe, 2017;Sharpe & Kelman, 2011;Wisner, 2006). DRE education pushes to reduce the vulnerabilities and inequalities that limit the capacities of individuals and communities to be resilient despite natural hazards (Petal, 2009;UNSIDR, 2017).…”

Section: Dre: Educating For Resiliencementioning

confidence: 99%

“…Resilience and DRR scholarship increasingly engage with the politics of how knowledge is produced and how knowledge is implemented (Cadag et al, 2017;Grove, 2014a;Kelman 2008;Weichselgartner & Kelman, 2015), and scholars of DRE would do well to explore the same. Like resilience, DRE is not a value-neutral endeavor (Benadusi, 2014). Education for disaster reduction is also susceptible to the power politics inherent in knowledge production and implementation.…”

Section: Dre: Educating For Resiliencementioning

confidence: 99%

A proposal for unpacking the politics of knowledge production in disaster reduction education

Trumble

2018

Geography Compass

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The Sendai Framework for disaster risk reduction (2015–2030) states that education is an important way to build resilience of people and communities. Further, reducing inequality should be a goal of disaster risk reduction (DRR) politics. Disaster reduction education (DRE), like the ideas resilience and DRR from which it stems, is not an innocent notion. The production of knowledge and its implementation via DRE are inherently political. With this in mind, I discuss recent work in DRE and suggest that science and technology studies (STS) is a helpful ally in examining the significance of DRE for communities. I first discuss the relationship between resilience, DRR, and DRE. I then review recent case studies from the growing field of scholarship in DRE; each of which brings into question (a) the politics of knowledge production and (b) uneven relationships across scales that shape the ways in which education for disaster risk is implemented. Next, I explore how scholarship from STS is useful to think through ways to further unpack the politics of expertise woven into DRE. I conclude by stating that if we are to consider possibilities for DRE practices that increase equality, we must first explore the power relations that shape DRE. STS engagements with expertise will help in the process.

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Pedagogies of the Unknown: Unpacking ‘Culture’ in Disaster Risk Reduction Education

Cited by 58 publications

References 37 publications

Coping with blackouts: A practice theory approach to household preparedness

Coping with blackouts: A practice theory approach to household preparedness

A Critical Analysis of Dramatization on Evacuation Drill

A proposal for unpacking the politics of knowledge production in disaster reduction education

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