Learning to trust: Relational spaces and transformative learning for disaster risk reduction across citizen led and professional contexts

Abstract

Efforts to address disaster risk reduction have predominantly focused on top-down methods of risk communication, rooted in assumptions of knowledge deficit. Alternatively, deeper learning that allows for capacities to be enhanced via Transformative Learning (TL) practices that enable individuals to move from intentions to behaviours may be required. This requires critical reflection that allows acceptance of ideas that can be tested and found to have efficacy.Fieldwork interviews took place in April–May 2015 and April–May 2017, with Community Emergency Response Team (CERT) trainees and Listos (Spanish language family disaster preparedness) learners, in Santa Barbra, California. A total of 48 semi structured interviews were carried out (22 with CERT and 16 with Listos) alongside six interviews with trainers of these programmes. A TL framework model [1–3] was utilised as an analytical tool, identifying how TL occurred via analysis of narratives using narrative inquiry methodology.Key findings showed how CERT and Listos programmes enhanced personal relationships and connections to others, creating or enhancing existing social capital. Socially constructed learning underpinned trust and maintenance of learned behaviours. The training programmes led to mastery of competency accomplishments for disaster preparedness, strengthening self and group efficacy beliefs.Key to the success were knowledge brokers working via informal channels, enhancing ‘community connectedness’ by building social networks for disaster preparedness. Overall, CERT and Listos were shown to be practice oriented, culturally and socially adapted programmes that fostered transformative learning, trust and social networks as key resources for community resilience to disaster risk.