Abstract
AbstractThis 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.
Full Text
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call