Questioning ‘integrated’ disaster risk reduction and ‘all of society’ engagement: can ‘preparedness pedagogy’ help?
Questioning ‘integrated’ disaster risk reduction and ‘all of society’ engagement: can ‘preparedness pedagogy’ help?
复制标题
质疑“综合”减少灾害风险和“全社会”参与：“备灾教育”能有所帮助吗？
DOI：
10.1080/03057925.2018.1464385
复制
发表时间：
2019
期刊：
影响因子：
--
通讯作者：
Kaori Kitagawa
中科院分区：
文献类型：
--
作者：
Kaori Kitagawa
摘要本文有助于“准备教学”的概念和实证发展。备灾涉及学习，因此应在教育领域，特别是公共教育学这一分支学科中更多地讨论减少灾害风险问题。减少灾害风险教育应具有公共教育的内容，这是一种实验性的教育，公民在其中共同行动，发展自己的备灾能力。本文注意到最近的DRR话语中使用的两个短语-“综合”DRR和“所有人的参与”-并运用整体系统思维考察了日本的情况。有人建议，减少灾害风险系统的“中间系统”产生的关系和学习，从而使合作，变革和“参与所有”。备灾教育在这方面可以发挥作用。中观系统作为国家主导的减少灾害风险和社区为基础的减少灾害风险之间的汇合点发挥作用，以真正整合该系统。
Abstract AbstractThis paper contributes to the conceptual and empirical development of ‘preparedness pedagogy’. Preparedness involves learning, thus disaster risk reduction (DRR) should be discussed more in the field of education, particularly its sub-discipline of public pedagogy. Disaster risk reduction 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’. Preparedness pedagogy 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.
民防教学法和民主叙事：德国的灾害教育
影响因子：
1.8
作者：
Chadderton C
通讯作者：
Chadderton C
DOI：
10.1080/14681366.2016.1200660
发表时间：
2016
期刊：
Pedagogy, Culture & Society
影响因子：
--
作者：
Kitagawa K
通讯作者：
Kitagawa K