The concept of disasters in Geography Education

Abstract

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A proposal for unpacking the politics of knowledge production in disaster reduction education

“…The education of communities about how to reduce disaster risk remains an important component of DRR. (Benadusi, 2014;Cadag et al, 2017;Luna, 2012;Mönter & Otto, 2017;Sharpe, 2017;Sharpe & Kelman, 2011;Wisner, 2006). DRE education pushes to reduce the vulnerabilities and inequalities that limit the capacities of individuals and communities to be resilient despite natural hazards (Petal, 2009;UNSIDR, 2017).…”

“…DRE-through infrastructure, policy, or pedagogy-should give people the tools with which to prepare for and respond to natural hazards (Mönter & Otto, 2017;UNISDR, 2015). Geography is also a discipline well suited to discuss DRE within formal and informal educational settings (Majkić, Milošević, Panić, Miljanović, & Ćalić, 2014;Mönter & Otto, 2017).…”

“…DRE-through infrastructure, policy, or pedagogy-should give people the tools with which to prepare for and respond to natural hazards (Mönter & Otto, 2017;UNISDR, 2015). Geography is also a discipline well suited to discuss DRE within formal and informal educational settings (Majkić, Milošević, Panić, Miljanović, & Ćalić, 2014;Mönter & Otto, 2017). Resilience and DRR scholarship increasingly engage with the politics of how knowledge is produced and how knowledge is implemented (Cadag et al, 2017;Grove, 2014a;Kelman 2008;Weichselgartner & Kelman, 2015), and scholars of DRE would do well to explore the same.…”

“…Much of DRE scholarship focuses on education in formal settings (Codreanu, Celenza, & Ngo, 2016;Mönter & Otto, 2017;Sharpe, 2017;Sharpe & Kelman, 2011); however, DRE education can occur in any context. Less formal examples are science clubs for youth (Fernandez & Shaw, 2015) or educational activities coordinated by the Red Cross (Petal, 2009).…”

“…In higher education, DRE emphasis is on critical engagement with concepts instead of experiential approaches (Zhou, Perera, Jayawickrama, & Adeniyi, 2014). In discussing how "disaster" as a concept is dealt with in German higher education, Mönter and Otto (2017) argue that students need to be trained how to note and articulate how social constructs shape the ways in which the terms surrounding "disasters" are understood. STS has long argued that science is a construct (see Jasanoff, 2004).…”