Civil defence pedagogies and narratives of democracy: disaster education in Germany

Article


Chadderton, C. 2015. Civil defence pedagogies and narratives of democracy: disaster education in Germany. International Journal of Lifelong Education. 34 (5), pp. 589-606.
AuthorsChadderton, C.
Abstract

‘Disaster education’ is a fledgling area of study in lifelong education. Many countries educate
their populations for disasters, to mitigate potential damage and loss of life, as well as
contribute to national security. In this paper, which draws on interview data from the German
Federal Office for Civil Defence and Disaster Assistance and the Federal Agency for
Technical Relief, archival research, analysis of websites and promotional materials as well as
relevant academic literature, I examine disaster education and preparedness for national
emergencies in Germany. I argue that it is not generally extended to the general public,
rather confined to trained experts, decentralised, localised and exclusive. Theorising disaster
education as a ‘civil defence pedagogy’ (Preston, 2008), a type of public pedagogy, which
contributes to shaping narratives of national identity, I argue that it is unlikely that Germany
will develop a more inclusive, universal, formalised, nor high-profile campaign in disaster
education in the foreseeable future. This, I suggest, is due to narratives of the German
democratic nation state as secure, federal, peaceful and unified, which originated at the
founding of West Germany in 1949, and continue to shape contemporary political narratives.

JournalInternational Journal of Lifelong Education
Journal citation34 (5), pp. 589-606
ISSN0260-1370
Year2015
PublisherTaylor & Francis
Accepted author manuscript
Web address (URL)http://dx.doi.org/10.1080/02601370.2015.1073186
Publication dates
Print14 Sep 2015
Publication process dates
Deposited15 Jul 2015
Accepted14 Jul 2015
FunderEconomic and Social Research Council
Economic and Social Research Council
Copyright informationThis is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Lifelong Education on 14.09.15, available online: http://wwww.tandfonline.com/10.1080/02601370.2015.1073186
Permalink -

https://repository.uel.ac.uk/item/854v9

  • 5
    total views
  • 39
    total downloads
  • 1
    views this month
  • 7
    downloads this month

Related outputs

Career education and guidance and race (in)equality in England
Chadderton, C. 2018. Career education and guidance and race (in)equality in England. in: Hooley, Tristram, Sultana, Ronald and Thomsen, Rie (ed.) Career Guidance for Social Justice Routledge.
Higher Education and counter-terrorism in the state of exception: the case of England
Chadderton, C. 2017. Higher Education and counter-terrorism in the state of exception: the case of England. Jahrbuch für Pädagogik.
School surveillance: primary and secondary schools
Chadderton, C. 2018. School surveillance: primary and secondary schools. in: Arrigo, Bruce A. (ed.) The SAGE Encyclopedia of Surveillance, Security, and Privacy SAGE.
UK Secondary Schools Under Surveillance: What are the Implications for Race? A Critical Race and Butlerian Analysis.
Chadderton, C. 2015. UK Secondary Schools Under Surveillance: What are the Implications for Race? A Critical Race and Butlerian Analysis. in: Kupfer, Antonia (ed.) Power and Education: Contexts of Oppression and Opportunity Palgrave Macmillan UK. pp. 128-145
Volunteering, social cohesion and race: the German Technical Relief Service
Chadderton, C. 2016. Volunteering, social cohesion and race: the German Technical Relief Service. Voluntary Sector Review. 7 (3), pp. 233-249.
Preparing for disaster: a comparative analysis of education for critical infrastructure collapse
Kitagawa, K., Preston, J. and Chadderton, C. 2016. Preparing for disaster: a comparative analysis of education for critical infrastructure collapse. Journal of Risk Research. 20 (11), pp. 1450-1465.
Community response in disasters: an ecological learning framework
Preston, J., Chadderton, C., Kitagawa, K. and Edmonds, C. 2015. Community response in disasters: an ecological learning framework. International Journal of Lifelong Education. 34 (6), pp. 727-753.
The new statutory requirements in careers guidance in England and the implications for careers provision under the Coalition government
Chadderton, C. 2015. The new statutory requirements in careers guidance in England and the implications for careers provision under the Coalition government. London Review of Education. 13 (2), pp. 84-97.
Enhancing School-based Careers Work for Years 7-9
Chadderton, C. and Edmonds, C. 2014. Enhancing School-based Careers Work for Years 7-9. London University of East London, Cass School of Education and Communities. doi:10.15123/PUB.4074
Racialised norms in apprenticeship systems in England and Germany
Chadderton, C. and Wischmann, Anke 2014. Racialised norms in apprenticeship systems in England and Germany. Journal of Vocational Education & Training. 66 (3), pp. 330-347.
The ‘state of exception’ and disaster education: a multilevel conceptual framework with implications for social justice
Preston, J., Chadderton, C. and Kitagawa, K. 2014. The ‘state of exception’ and disaster education: a multilevel conceptual framework with implications for social justice. Globalisation, Societies and Education. 12 (4), pp. 437-456.
Refugees and access to vocational education and training across Europe: a case of protection of white privilege?
Chadderton, C. and Edmonds, C. 2015. Refugees and access to vocational education and training across Europe: a case of protection of white privilege? Journal of Vocational Education & Training. 67 (2), pp. 136-152.
Collaboration and contestation in further and higher education partnerships in England: a Bourdieusian field analysis
Colley, Helen, Chadderton, C. and Nixon, Lauren 2014. Collaboration and contestation in further and higher education partnerships in England: a Bourdieusian field analysis. Critical Studies in Education. 55 (2), pp. 104-121.
The militarisation of English schools: Troops to Teaching and the implications for Initial Teacher Education and race equality
Chadderton, C. 2013. The militarisation of English schools: Troops to Teaching and the implications for Initial Teacher Education and race equality. Race Ethnicity and Education. 17 (3), pp. 407-428.
Changing career guidance practice in Connexions: a question of ethics?
Colley, Helen, Chadderton, C. and Lewin, Cathy 2010. Changing career guidance practice in Connexions: a question of ethics? Career Guidance Today. 18 (3), pp. 33-37.
UK secondary schools under surveillance: the implications for race. A Critical Race and Butlerian analysis
Chadderton, C. 2012. UK secondary schools under surveillance: the implications for race. A Critical Race and Butlerian analysis. Journal of Critical Education Policy Studies. 10 (1).
Not capturing voices?
Chadderton, C. 2012. Not capturing voices? in: Czerniawski, Gerry and Kidd, Warren (ed.) The student voice handbook: Bridging the academic/ practitioner divide Bingley Emerald.
School-to-work transition services: marginalising ‘disposable’ youth in a state of exception?
Chadderton, C. and Colley, Helen 2012. School-to-work transition services: marginalising ‘disposable’ youth in a state of exception? Discourse: Studies in the Cultural Politics of Education. 33 (3), pp. 329-343.
Problematising the role of the white researcher in social justice research
Chadderton, C. 2012. Problematising the role of the white researcher in social justice research. Ethnography and Education. 7 (3), pp. 363-380.
Towards a research framework for race in education: critical race theory and Judith Butler
Chadderton, C. 2013. Towards a research framework for race in education: critical race theory and Judith Butler. International Journal of Qualitative Studies in Education. 26 (1), pp. 39-55.