Applying intersectionality to climate hazards: a theoretically informed study of wildfire in northern Saskatchewan

Walker, Heidi; Reed, Maureen G.; Fletcher, Amber J.

doi:10.1080/14693062.2020.1824892

Cited by 24 publications

(21 citation statements)

References 59 publications

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“…Such events also provide an immediate opportunity to use social learning to build resilience, while there is political will, new funding sources for recovery, and an unusual coalescence of actors who all want to see the recovery effort succeed. Recognizing this opportunity and its time constraint, and then seizing the opportunity by facilitating policy deliberation and action is important (Walker et al, 2020). As well, creating space for the agency to enable bottom-up transformation is essential (Westley et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

Social learning for enhancing social-ecological resilience to disaster-shocks: a policy Delphi approach

Haque

Berkes

Fernández‐Llamazares

et al. 2021

DPM

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PurposeThe plethora of contributions to social learning has resulted in a wide range of interpretations, meanings and applications of social learning, both within and across disciplines. However, advancing the concept and using social learning methods and tools in areas like disaster-shocks requires interdisciplinary consolidation of understandings. In this context, the primary focus of this paper is on the contributions of social learning to disaster risk reduction (DRR).Design/methodology/approachBy applying a three-round policy Delphi process involving 18 purposefully selected scholars and expert-practitioners, the authors collected data on the meanings of social learning for two groups of professionals, DRR and social-ecological resilience. The survey instruments included questions relating to the identification of the core elements of social learning and the prospects for enhancing social-ecological resilience.FindingsThe results revealed strong agreement that (1) the core elements of social learning indicate a collective, iterative and collaborative process that involves sharing/networking, changes in attitudes and knowledge and inclusivity; (2) social learning from disasters is unique; and (3) linkages between disciplines can be built by promoting interdisciplinarity, networks and knowledge platforms; collaboration and coordination at all levels; and teaching and practicing trust and respect. Social learning is useful in preparing for and responding to specific disaster events through communication; sharing experience, ideas and resources; creating synergies for collective action and promoting resilience.Research limitations/implicationsThe policy Delphi process involved a limited number of participants to control the quality of the data. To the best of the authors’ knowledge, this paper is the first of its kind to identify the core elements of social learning, specifically, in the disaster-shock context. It also makes significant contributions to the interdisciplinary integration issues.Practical implicationsThe practical implications of this study are related to pre-disaster planning and mitigation through the application of social learning on disaster-shocks.Social implicationsThe social implications of this study are related to valuing social learning for the improvement of disaster planning, management, and policy formulation and implementation in reducing disaster risks.Originality/valueThe study provides a consensus view on the core elements of social learning and its role in DRR and resilience building. Relevant to all stages of DRR, social learning is best characterized as a collective, iterative and collaborative process. It can be promoted by enhancing networking and interdisciplinarity.

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Section: Discussionmentioning

confidence: 99%

Social learning for enhancing social-ecological resilience to disaster-shocks: a policy Delphi approach

Haque

Berkes

Fernández‐Llamazares

et al. 2021

DPM

Self Cite

View full text Add to dashboard Cite

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“…The articles selected for analysis were heterogenous in terms of the methodologies they employed (see Table 1). While there is no clear predominant approach, there are more works of a quantitative character (Bateman and Edwards 2002;Soetanto et al 2017;Cvetković et al 2018;Rohli et al 2018;Augustine et al 2019;Oliveira et al 2020;Wei et al 2020;Jayasekara et al 2021;Khan et al 2021;Lachlan et al 2021) compared with those taking a qualitative approach (Cupples 2007;Hamilton and Halvorson 2007;Dhungel and Ojha 2012;Tyler and Fairbrother 2018;Hou and Wu 2020;Walker et al 2020;De Silva 2021;Dema Moreno et al 2022) or those employing a mixed methodology (Bradshaw 2001;Alam and Collins 2010;Silver and Andrey 2014;Whittaker et al 2016;Reyes and Lu 2017;Kang et al 2021;Oktari et al 2021).…”

Section: The Use Of Methodsmentioning

confidence: 99%

How do women face the emergency following a disaster? A PRISMA 2020 systematic review

et al. 2022

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The aim of the study is to conduct a systematic analysis of scientific articles from a social sciences perspective that focus on the role of women as active subjects during an emergency, particularly in terms of evacuation actions in the aftermath of disasters of natural origin. The methology used in the present literature review was designed following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) guidelines. The databases used were Web of Science and SCOPUS. This systematic review comprises the 25 articles which met our selection criteria out of the 63,852 studies initially found in the search. Although the progressive incorporation of a gender perspective can be seen in the academic study of disasters within the field of social sciences, the scientific production, especially with reference to the emergency phase, remains scant. The current literature reveals the importance of taking into account the knowledge women have, as well as how they behave following a disaster of natural origin. The results of the analysis carried out demonstrate that in making visible how gender roles operate during the early response period in an emergency, especially in relation to the role played by women as active subjects, the traditional notion of rescue is extended. On the basis of this analysis, recommendations are made which can facilitate an approach to disaster risk management that guarantees gender equality in an emergency.

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“…• Participate in creating disaster response and management and climate change adaptation plans, but also frequently revisit these plans post climatic events. As nurses develop strategies for agencies, health authorities, or communities, they should seek out and include local knowledge, Indigenous knowledge, interprofessional engagement, and community involvement in shaping the implementation of mitigation and adaptation strategies (Adger et al, 2012;Burrows & Kinney, 2016;;Rosa & Upvall, 2019;Walker et al, 2021;Willox et al, 2012). • Promote individual behavioural actions.…”

Section: Downstreammentioning

confidence: 99%

“…Nurses can begin to shift their individual healthoriented paradigms to one that expands the understanding of health to include interdependent human, animal, environment, and overall planetary wellbeing. Together, these may recalibrate nurses' future roles and responsibilities in addressing climate change to develop sustainable health services and programs (Hansen-Ketchum et al, 2009;Vold et al, 2020;Walker et al, 2021).…”

Section: Upstreammentioning

confidence: 99%

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Rhizomatic Assemblages: Connecting Climate Change to Nursing Action

Vold

Meszaros

2021

CJCND

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Calls for nursing action to address climate change are resounding throughout the nursing community, yet many nurses feel ill-prepared to engage in climate action. As a collective practice discipline, we argue that nursings’ internalized a rigid view of what nursing is and, through self-disciplining practices, actively police our knowledge and practice to conform within a bounded domain that fails to view global issues, such as climate change, as being within the scope of nursing. To build nurses’ climate action capacity, we draw on Deleuze and Guarttari’s (1987) concept of rhizomatic assemblages to make an explicit connection between health and climate change, but also how climate action is a moral imperative in the scope of nursing education and practice. Using examples in the four domains of nursing - education, practice, research, and policy, we present how nurses can engage in coordinated and collaborative efforts both within and outside of ‘traditional’ nursing practice to address the connecting and complicated pathways of a changing climate.

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Applying intersectionality to climate hazards: a theoretically informed study of wildfire in northern Saskatchewan

Cited by 24 publications

References 59 publications

Social learning for enhancing social-ecological resilience to disaster-shocks: a policy Delphi approach

Social learning for enhancing social-ecological resilience to disaster-shocks: a policy Delphi approach

How do women face the emergency following a disaster? A PRISMA 2020 systematic review

Rhizomatic Assemblages: Connecting Climate Change to Nursing Action

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