Questioning ‘integrated’ disaster risk reduction and ‘all of society’ engagement: can ‘preparedness pedagogy’ help?

Article


Kitagawa, K. 2018. Questioning ‘integrated’ disaster risk reduction and ‘all of society’ engagement: can ‘preparedness pedagogy’ help? Compare: A Journal of Comparative and International Education. 49 (6), pp. 851-867.
AuthorsKitagawa, K.
Abstract

This paper contributes to the conceptual and empirical development of ‘preparedness pedagogy (PP)’. Preparedness involves learning, thus disaster risk reduction (DRR) should be discussed more in the field of education, particularly its sub-discipline of public pedagogy. DRR education should have an element of a pedagogy in the interest of publicness, which is an experimental pedagogy, in which citizens act in togetherness to develop their own preparedness. The paper pays attention to the two phrases utilised in the recent DRR discourse – ‘integrated’ DRR and ‘participation by all’ – and examines the case of Japan, applying whole system thinking. It is suggested that ‘the mesosystem’ of the DRR system yields relationships and learning, and thus enables collaboration, change and ‘participation by all’. PP has a role to play in this. The mesosystem functions as the confluence between state-led and community-based DRR to truly integrate the system.

JournalCompare: A Journal of Comparative and International Education
Journal citation49 (6), pp. 851-867
ISSN0305-7925
Year2018
PublisherTaylor & Francis for British Association for International and Comparative Education
Accepted author manuscript
License
File Access Level
Anyone
Digital Object Identifier (DOI)doi:10.1080/03057925.2018.1464385
Web address (URL)https://doi.org/10.1080/03057925.2018.1464385
Publication dates
Online09 May 2018
Publication process dates
Deposited30 Apr 2018
Accepted10 Apr 2018
Accepted10 Apr 2018
FunderUCL Global Engagement Fund 2016/17
Copyright holder© 2018 Taylor & Francis
Copyright informationThis is an Accepted Manuscript of an article published by Taylor & Francis in Compare: A Journal of Comparative and International Education on 09/05/2018, available online: http://www.tandfonline.com/10.1080/03057925.2018.1464385.
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