Professionalising the ‘resilience’ sector in the Pacific Islands region

Hemstock, Sarah L.; Combes, Hélène; Buliruarua, L-A.; Maitava, K.; Senikula, Ruci; Smith, Roy; Martin, Tess

doi:10.4324/9781315165448-14

Cited by 3 publications

(5 citation statements)

References 4 publications

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“…To begin with, this is in-line with the regional SPC/GIZ programme 'Coping with Climate Change in the Pacific Island Region' (CCCPIR), which aims at integrating climate change into primary and secondary education and TVET through its European Union Pacific Technical Vocational Education and Training in Sustainable Energy and Climate Change Adaptation (EU PacTVET) project (EU PacTVET Project, 2017;EU PacTVET Project et al, 2016a;Hemstock S.L. et al, 2018;SPC & GIZ, 2016).…”

Section: Introductionmentioning

confidence: 91%

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Resilience in Education: An Example from Primary School in Fiji and Technical Vocational Education and Training

Havea

Yeurt

Tamani

et al. 2020

Climate Change Management

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In the Pacific, the capacity of curriculum writers for integrating the content of climate change into their curricula and/or taught Resilience [Climate Change Adaptation (CCA) & Disaster Risk Reduction (DRR)] in education is limited. This paper described the findings of a 2018 study on the integration of climate change into primary and secondary schools' curricula and taught resilience in education in TVET. It involves teachers (n=30) from Kadavu and Levuka islands, curriculum writers and editors from the Ministry of Education, GIZ, SPC, and USPin Fiji. An exploratory design was used to explore the curricula for Fiji and the EU PacTVET project at SPC. Information was collected from workshops and training events, interviews and project documents. Using BEKA (Benchmarking, Evidencing, Knowing, Applying) and the concept of ako (e.g. to study or educate), a model of climate change and resilience in education was designed as part of this research to help Pacific schools with their curricula. These results indicate how behavioural changes may shape Resilience, thus placing them in a better position to achieve the UNFCCC, the SDGs, the Sendai Framework and the Framework for Resilient Development in the Pacific (FRDP) targets and objectives by 2030 and beyond.

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Section: Introductionmentioning

confidence: 91%

“…This definition provided an opportunity to advance the understanding of the capacity building in resilience or sustainable development in education because it is both climate and disaster-orientedpersonalising and professionalising the resilience sectors in the Pacific Islands region (Hemstock S.L. et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Resilience in Education: An Example from Primary School in Fiji and Technical Vocational Education and Training

Havea

Yeurt

Tamani

et al. 2020

Climate Change Management

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“…Sophie Webber (2013) notes that the Pacific Islands have seen an extraordinary “performance of vulnerability” to attract donor money, drawing on images of sinking islands and climate refugees (Farbotko, 2010; Farbotko & Lazrus, 2012), 5 notions of insularity and a “litany of smallness” (Hau'ofa, 1993). Official development discourses are underpinned by the idea that there is a general knowledge deficit among people in the Pacific, which forms an obstacle for effective adaptation (UNDP 2013, in Hemstock et al, 2018). Social scientists and educators have also been critiqued on the grounds of unilinearity and reductionism, for stating that faith and belief are obstacles in the pursuit of adaptation rather than a potential resource (Donner, 2007, p. 233; Fair, 2018, p. 2; Hulme, 2017; Kempf, 2017).…”

Section: What Can We Learn From Reception Studies?mentioning

confidence: 99%

Climate change reception studies in anthropology

Wit¹,

Haines

2021

WIREs Climate Change

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The past decade has seen increased anthropological attention to understandings of climate change not only as a biophysical phenomenon but also as a discourse that is traveling from international policy making platforms to the rest of the planet. The analysis of the uptake of climate change discourse falls under the emergent subfield of climate change reception studies. A few anthropological investigations identify themselves explicitly as reception studies; others only mention the term with little explanation. Our review discusses a fuller range of anthropological studies and ethnographies from related disciplines that treat climate change as a discursive reality, which is not independent from how it is intimated through close observations of the environment. The following themes emerged: language and expertise; place and vulnerability; modernity, morality, and temporality; alterity and refusal. The review suggests that the interaction of observation and reception is still not well understood, and that there is scope for more systematic methodological and theoretical synthesis, taking lessons into account from geographies of reading and empirical hermeneutics. By exploring the hermeneutical problem of upholding scientific integrity while being open to other ways of knowing, climate change reception studies' emancipatory potential lie in opening up knowledge spaces for multi‐directional and democratic approaches to living (with) climate change. In closing, we propose an interdisciplinary research agenda highlighting the potential generativity of translation as an idiom for theory and praxis relating to how people come to know climate (change)—through both perceptual engagement with the natural world and interpretations of discursive manifestations. This article is categorized under: Social Status of Climate Change Knowledge > Sociology/Anthropology of Climate Knowledge

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“…Since the PSIDS are the most vulnerable countries to natural hazards, and they are leading in the development of vocational sector DRR qualifications, they were widely consulted during the development of this strategy. Increasingly practitioners, development funders and policy makers are following the Pacific countries lead by linking disaster risk management (DRM) and climate change adaptation (CCA) (Hemstock et al, 2018). The Pacific understanding of climate change as a slowacting disaster was adopted by the European Union Pacific Technical Vocational Education and Training on Sustainable Energy and Climate Change Adaptation Project (EU PacTVET -a €6.1 million project currently being implemented in 15 PSIDS by the Pacific Community) in introducing innovative initiatives to address wide ranging capacity needs (EU PacTVET, 2017; 2016).…”

Section: Sendai Frameworkmentioning

confidence: 99%

“…Donors need to be encouraged to support community scholarships for the various formal qualification skillsets for any project that has a training element, rather than continuing with their current approach. The sustainability of the formal education approach is assured by the recognition of "Resilience" as an employment sector for PSIDS and the establishment of an industry association -The Pacific Regional Federation of Resilience Professionals, which was launched at the UNDRR Pacific DRR Platform in 2016 (Hemstock et al, 2018;EU PacTVET, 2017).…”

Section: Pacific Case Studymentioning

confidence: 99%

Climate Change and the Role of Education

2019

Climate Change Management

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Professionalising the ‘resilience’ sector in the Pacific Islands region

Cited by 3 publications

References 4 publications

Resilience in Education: An Example from Primary School in Fiji and Technical Vocational Education and Training

Resilience in Education: An Example from Primary School in Fiji and Technical Vocational Education and Training

Climate change reception studies in anthropology

Climate Change and the Role of Education

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