(Re)presenting disaster vulnerability in New Zealand school geography

Abstract

This article focuses on the representation of disaster vulnerability, using the 2010 Haiti earthquake to problematise recent changes in secondary school curriculum and assessment. Drawing upon media perspectives of the Haiti earthquake, the article contrasts a traditional and relational teaching approach to the concept of disaster vulnerability. The article concludes that teachers need to draw upon a wider range of geographical paradigms in order to move students towards critical engagement with societal issues, a key aim of the social science learning area in the New Zealand Curriculum.

Geographical Perspectives on Epidemic Transmission of Cholera in Haiti, October 2010 Through March 2013

“…Our examination of the Haiti cholera epidemic is framed by a broader geographical concern with the impacts and consequences of the Haiti earthquake of January 2010, including environmental health risks (Curtis et al 2013;Widmer et al 2014), post-disaster mobility, humanitarian logistics and aid (Sheller 2013;Versluis 2014), environmental sustainability (Abrahams 2014), cultural legacies (Cruse 2013) and representations of disaster vulnerability (Taylor 2013). As a contribution to this broader literature, we present a medical geographical perspective on the national spread dynamics and spatial structure of the postearthquake cholera epidemic, October 2010-March 2013.…”

Could Legitimation Code Theory offer practical insight for teaching disciplinary knowledge? A case study in geography

“…Worksheet questions containing original emphasises (bold). These drew on Taylor (2004) and the wider emphasis on ‘affective logics’ was influenced by Carter and McCormack (2006). The film stills were taken by the author…”

“…James: Miss when you think of the music, it's like, I don't know, it sounds like something's happening but it's not… don't know how to put it F I G U R E 5 Worksheet questions containing original emphasises (bold). These drew on Taylor (2004) and the wider emphasis on 'affective logics' was influenced by Carter and McCormack (2006). The film stills were taken by the author T: yeah James: like err I can't really describe it T: yeah yeah.…”

Too much, too young? Teachers’ opinions of risk education in secondary school geography

“…Education systems must provide people with the capacities to understand narratives on future risk, so that generations to come are willing to support policies and practices that lead to effective responses (Löf 2010;Taylor 2013;Muttarak and Lutz 2014). At the very least, as Beck (1992b, p. 107) states, people must maintain "the right to determine according to their own internal standards the global social question of the most intensely political nature: how safe is safe enough?"…”