Social learning approaches for ecosystem-based disaster risk reduction

Murti, Radhika; Mathez-Stiefel, Sarah-Lan

doi:10.1016/j.ijdrr.2018.09.018

Cited by 45 publications

(37 citation statements)

References 45 publications

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“…The difference in learning that is implemented with similar learning that already exists lies in the integration of disaster material with themes and sub themes that exist in primary schools. If learning is developed by [7]; [8]; [9]; [10]; [11] teaches disaster in an integrated manner in the Natural Sciences material in grades IV, V and VI of primary schools and grades VII, VII and IX of junior high school and focuses on how teachers teach integrated disaster. Then this implied learning will complement existing learning of the same type by focusing on the thematic integration of disasters.…”

Section: Resultsmentioning

confidence: 99%

SETS (Science, Environment, Technology, and Society) Vision Thematic Learning Model in Improving Disaster Material Understanding of Elementary School Students

Atmojo¹,

Muhtarom²,

Lukitoaji³

2020

ujer

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Section: Resultsmentioning

confidence: 99%

SETS (Science, Environment, Technology, and Society) Vision Thematic Learning Model in Improving Disaster Material Understanding of Elementary School Students

Atmojo¹,

Muhtarom²,

Lukitoaji³

2020

ujer

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“…The TDA approach of the Geo-Social Model seeks to fill this gap through the integration of epistemologically different disciplines-geology, social sciences, humanities-and the rescue of community-based resources. This is new, since TDA research carried out worldwide and in Latina America has its spotlight on science and technology stakeholders [35] or national policy makers capabilities [120,121] in a general top-down manner. Despite this contribution, one of the main limitations of the research is the experimental and exploratory character of the mapping, and further research must be done in order to advance in the inclusion of geo-social features in landslides analysis and future hazard maps.…”

Section: Discussionmentioning

confidence: 99%

The Geo-Social Model: A Transdisciplinary Approach to Flow-Type Landslide Analysis and Prevention

et al. 2021

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Landslide disaster risks increase worldwide, particularly in urban areas. To design and implement more effective and democratic risk reduction programs, calls for transdisciplinary approaches have recently increased. However, little attention has been paid to the actual articulation of transdisciplinary methods and their associated challenges. To fill this gap, we draw on the case of the 1993 Quebrada de Macul disaster, Chile, to propose what we label as the Geo-Social Model. This experimental methodology aims at integrating recursive interactions between geological and social factors configuring landslide for more robust and inclusive analyses and interventions. It builds upon three analytical blocks or site-specific environments in constant co-determination: (1) The geology and geomorphology of the study area; (2) the built environment, encompassing infrastructural, urban, and planning conditions; and (3) the sociocultural environment, which includes community memory, risk perceptions, and territorial organizing. Our results are summarized in a geo-social map that systematizes the complex interactions between the three environments that facilitated the Quebrada de Macul flow-type landslide. While our results are specific to this event, we argue that the Geo-Social Model can be applied to other territories. In our conclusions, we suggest, first, that landslides in urban contexts are often the result of anthropogenic disruptions of natural balances and systems, often related to the lack of place-sensitive urban planning. Second, that transdisciplinary approaches are critical for sustaining robust and politically effective landslide risk prevention plans. Finally, that inter- and trans-disciplinary approaches to landslide risk prevention need to be integrated into municipal-level planning for a better understanding of—and prevention of—socio-natural hazards.

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“…The trend seems to be the concept is used as an umbrella term to express their methodological stance-similar to the first point above-(e.g. Johansson et al 2013;Murti and Mathez-Stiefel 2019) or their overall principle or goal-similar to the second point above-(e.g. Samaddar et al 2015).…”

Section: Rationale For Including Learning Perspectives In Drrmentioning

confidence: 95%

Disaster risk reduction activities as learning

Kitagawa

2020

Nat Hazards

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The purpose of this paper is to relate disaster risk reduction activities to learning perspectives and theories. The paper refers to ‘disaster risk reduction activities’ encompassing various terms used in the existing disaster risk management literature, such as ‘disaster education’ and ‘capacity building’. One thing they have in common is the involvement of the general public in preparing for natural hazards. Disaster risk reduction activities involve learning, because they aim to change people’s behaviour, perception and emotion. An overview of the relationships between disaster risk reduction activities and learning theories has not been offered, and that is what this paper aims to achieve. ‘How people learn’ has been studied in the fields of psychology and education over the years. Evolving from the primary focus of acquisition of knowledge and skills, the understanding of ‘what learning is’ has broadened to envisage emotional and social dimensions. Referring to the historical development of five major learning perspectives, the paper links each perspective with specific disaster risk reduction activities. The foci of the studies of disaster risk reduction activities have been what people should learn, rather than how people learn. Engagement with learning perspectives and theories will allow conceptualising how people learn to be prepared and resilient, which will benefit disaster risk management.

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Social learning approaches for ecosystem-based disaster risk reduction

Cited by 45 publications

References 45 publications

SETS (Science, Environment, Technology, and Society) Vision Thematic Learning Model in Improving Disaster Material Understanding of Elementary School Students

SETS (Science, Environment, Technology, and Society) Vision Thematic Learning Model in Improving Disaster Material Understanding of Elementary School Students

The Geo-Social Model: A Transdisciplinary Approach to Flow-Type Landslide Analysis and Prevention

Disaster risk reduction activities as learning

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