Abstract
‘Disaster education’ has been studied in various disciplines such as disaster risk management and environmental studies. However, disaster education is a relatively ‘new enquiry’ in the field of education. Particularly, the literature that conceptualises ‘disaster education’ in education is minimal. This paper aims to fill this gap by synthesising existing disaster education literature linking them with educational concepts. The paper suggests three possible conceptualisations for disaster education. The first is based on a temporal distinction between education undertaken in usual times or unusual times. The second conceptualisation applies modes of learning and teaching: formal, non-formal and informal. Thirdly, establishing disaster education as a sub-discipline in the field of education is proposed: one sub-discipline is lifelong learning and the other is public pedagogy. Critiquing each method of conceptualisation, the paper argues for the suitability and usefulness of locating ‘disaster education’ within public pedagogy.
Highlights
Abstract: ‘Disaster education’ has been studied in various disciplines such as disaster risk management and environmental studies
The first is based on a temporal distinction between education undertaken in usual times or unusual times
Undertaking an extensive mapping exercise, Sandlin, O’Malley and Burdick suggested in 2011 a typology of public pedagogy literature as follows: (1) citizenship within and beyond schools; (2) popular culture and everyday life; (3) informal institutions and public spaces; (4) dominant cultural discourses; and (5) public intellectualism and social activism [16]
Summary
‘Disaster education (DE)’ is becoming increasingly significant given that risks and threats are growing and diversifying worldwide. The paper encompasses a few more synonyms, such as ‘preparedness education’, ‘civil defence education’ and ‘emergency education’, which are utilised in the disaster research literature Another aspect in defining DE is what is framed as ‘public help [kojo]’, ‘collaborative help [kyojo]’ and ‘self-help [jijo]’ in Japan [7]. Shiwaku and Takeuchi’s Disaster Education was one of the first comprehensive books that compiled approaches and methods in various learning and teaching settings, with the use of this categorisation [14]. These concepts allow us to discuss education addressing whether it is institutionalised, accredited or prescribed.
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