Schools, Teachers, and Training in Risk Reduction After the 2011 Tohoku Disaster

Oda, Takashi

doi:10.1007/978-4-431-55982-5_5

Cited by 8 publications

(7 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Recently, high school entrance rate is more than 97 %, and university entrance rate is more than 50 %. Oda (2016) explained that teacher training system and disaster risk reduction training opportunities in Japan with the lessons of the EJET were delivered. Education at university should also be emphasized to train students with specialized skills and knowledge.…”

Section: Key Issues For Disaster Resilience Of Education Systemmentioning

confidence: 99%

“…Shiwaku and Shaw (2016b) introduced local governance for school disaster education through case studies (Sakurai 2016a) Governance in the national level Reflection of past disaster lessons to the national system Supports to local education authorities by the national government 3 (Shiwaku and Shaw 2016b) Governance in the local level Originalities and uniqueness of municipal governments and schools Provision of standardized materials/programs by prefectural government 4 (Fujioka 2016) School curricula Integration with environmental education and ESD Relation among science, technology, and society 5 (Oda 2016) Teacher training In-service and preservice training Comprehensive training system 6 (Nakano et al 2016) School curricula Sustainability of effects of education (students' contributions to disaster risk reduction after completion of education) Active involvement in education to be able to feel disaster situation 7 (Shiwaku and Shaw 2016c) School-community linkages Technical and fund supports by government Concrete concept and system on involvement of community 8 Evaluation and decision-making Utilization of scientific tools for PDCA cycle Multi-stakeholder discussion in decision-making process 9 (Nakamura 2016) Higher education in affected area Special course of regional rehabilitation Human resource development in recovery process 10 (Oikawa 2016) ESD and disaster risk reduction ESD-based disaster education Multi-stakeholder consortium in region 11 (Sakurai 2016b) International NGOs In formal education, government policies and strategies directly influence school education and school disaster management.…”

Section: Key Issues For Disaster Resilience Of Education Systemmentioning

confidence: 99%

See 1 more Smart Citation

Disaster Resilience of Education Systems

2016

Disaster Risk Reduction

View full text Add to dashboard Cite

Scope of the SeriesDisaster risk reduction is a process, which leads to the safety of community and nations. After the 2005 World Conference on Disaster Reduction, held in Kobe, Japan, the Hyogo Framework for Action [HFA] was adopted as a framework of risk reduction. The academic research and higher education in disaster risk reduction has made and is making the gradual shift from pure basic research to applied, implementation-oriented research. More emphasis is given on the multi-stakeholder collaboration and multidisciplinary research. Emerging university networks in Asia, Europe, Africa, and Americas have urged for the process-oriented research in disaster risk reduction field. Keeping this in mind, this new series will promote the outputs of action research on disaster risk reduction, which will be useful for a wider range of stakeholders including academicians, professionals, practitioners, and students and researchers in the related field. The series will focus on some of emerging needs in the risk reduction field, starting from climate change adaptation, urban ecosystem, coastal risk reduction, education for sustainable development, community-based practices, risk communication, human security, etc. Through academic review, this series will encourage young researchers and practitioners to analyze field practices and link it to theory and policies with logic, data, and evidences. Thus, the series emphasizes evidence-based risk reduction methods, approaches, and practices.

show abstract

Section: Key Issues For Disaster Resilience Of Education Systemmentioning

confidence: 99%

Section: Key Issues For Disaster Resilience Of Education Systemmentioning

confidence: 99%

Disaster Resilience of Education Systems

2016

Disaster Risk Reduction

View full text Add to dashboard Cite

show abstract

“…In the past research, it is reported that the education of children is an effective strategy in the process of communicating safety-related information to the at-risk community, raising awareness, and preparing for disasters (Oda, 2016; Tekeli-Yesil et al, 2010). It is stated that the new generation of children can easily learn, they are a good channel for transferring information to their parents, and they play a critical role in developing a culture of protection from natural disasters such as earthquakes (Izadkhah and Hosseini, 2006).…”

Section: Introductionmentioning

confidence: 99%

Comparison of the digital game, drills, and traditional education methods in terms of motivation in earthquake education

Çoban

Göktaş

2022

E-Learning and Digital Media

View full text Add to dashboard Cite

This research aims to investigate the impact of three different training methods (digital game, drill, and traditional education) on the motivation of the students to teach earthquake preparedness and earthquake prevention knowledge to primary school students. The explanatory design from the mixed-methods research was used in the study. The sample of the study consists of 294 students at the fourth-grade level in three different elementary schools in one of Turkey’s easternmost provinces. At the end of different educational methods, the motivation scale about the course was used to determine the motivations of the students. Focus group interviews were conducted with students randomly selected from each study group to examine in depth the reasons for the differentiation of motivation levels of the students. The findings showed that students who participated in the traditional education method were more motivated than the other methods of teaching. Besides, students who study with the digital game were found to be less motivated. In this study, the limitations and advantages of educational methods in terms of motivation were examined in-depth, and the reasons affecting motivation were discussed. The results can provide important insights to educators, educational game designers, and educational politicians.

show abstract

“…Moreover, disaster recovery tends to be by the victims instead of for them. Manmade disasters such as the Okawa Elementary School (Kodama 2013;Oda 2016) and Hillsborough (Nicholson and Roebuck 1995;Scraton 2002) disasters resulted in legal battles with the government in the process of community reconstruction. In those cases, therapeutic intervention materialized as collaboration and solidarity between community members rather than through professional care practice.…”

Section: Introductionmentioning

confidence: 99%

How do therapeutic spaces contribute to repairing human relationships after the MVSewolshipwreck?

Park

2020

Asian Geographer

View full text Add to dashboard Cite

This study examines how efforts to establish stable human relationships centered on therapeutic spaces helped a local community cope or adjust after the MV Sewol shipwreck. In the wake of this disaster, various human relationships in the affected community were shattered. The Korean government and nongovernmental organizations (NGOs) set up seven therapeutic spaces to help people restore these relationships. This paper focuses mainly on NGOs' therapeutic spaces, which share significant common characteristics. First, each therapeutic space encourages care recipients to divert their attention away from their sense of guilt regarding deaths resulting from the disaster and restore the individual's relationship with themselves through nonverbal activities. Second, the spaces try to recover individuals' relationships with others through therapeutic encounters and interventions that embody unconditional devotion, sincerity, and understanding for both direct and indirect victims of the shipwreck. Third, these spaces establish a therapeutic network, thereby sharing recipient information and coordinating the integration of each resident. Fourth, these shared spaces created and reinforced a moral framework of reciprocity, dedication, and humanity in the community, thereby enhancing social awareness and empathy. In other words, these spaces forged a healing culture that made Koreans more sensitive to social issues and helped people move in a positive direction.

show abstract

Schools, Teachers, and Training in Risk Reduction After the 2011 Tohoku Disaster

Cited by 8 publications

References 1 publication

Disaster Resilience of Education Systems

Disaster Resilience of Education Systems

Comparison of the digital game, drills, and traditional education methods in terms of motivation in earthquake education

How do therapeutic spaces contribute to repairing human relationships after the MVSewolshipwreck?

Contact Info

Product

Resources

About