Bridging the praxis of hazards and development with resilience: A case study of an engineering education program
Bridging the praxis of hazards and development with resilience: A case study of an engineering education program
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将灾害实践与发展与复原力联系起来：工程教育项目的案例研究
DOI：
10.1016/j.ijdrr.2019.101347
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发表时间：
2020
影响因子：
5
通讯作者：
Kaminsky, Jessica
中科院分区：
文献类型：
--
作者：
Contreras, Santina;Niles, Skye;Roudbari, Shawhin;Harrison, Jill;Kaminsky, Jessica
灾害事件造成的损失对全球南方社区的长期发展轨迹和活动产生了不成比例的影响。出于这个原因，研究人员经常讨论灾害和发展工作中日益增长的交叉点。然而，尽管长期以来一直在考虑这些领域的相互关联性，但在应用和实践中将灾害与发展结合起来仍然是一项挑战。在组织与危害和发展有关的教育和培训方案时尤其如此。越来越多的“工程促进发展”或“人道主义工程”计划旨在通过提供工程，发展和危险领域的跨学科培训来脱离传统的学科规范。我们研究了这样一个程序，以探讨如何理解和危害工作的做法是在一个以发展为重点的工程培训计划的形状。通过对项目参与者的深入访谈和对项目活动的观察，我们发现，虽然在这一领域工作的学生对灾害与发展之间的联系有着广泛的了解，但他们在教育培训和实践经验中发现了这些领域整合的局限性。从学生在危险和发展领域的边界工作获得的知识提供了深入了解在这些领域整合工作的持续摩擦。“复原力”的概念化为在这些领域工作的个人提供了一个在灾害与发展之间建立联系的机会。我们认为，更加注重通过复原力将发展和灾害工作联系起来，可以作为一个有用的工具，更好地培训未来从事灾害和发展工作的学生。
Losses from hazard events disproportionately affect long-term development trajectories and activities of communities in the Global South. For this reason, researchers often discuss the growing intersections in hazards and development work. However, despite longstanding considerations of the interrelated nature of these fields, the integration of hazards and development in application and practice remains a challenge. This is particularly true as it relates to the organization of hazards- and development-related education and training programs. A growing number of ‘engineering-for-development’ or ‘humanitarian engineering’ programs aim to depart from the traditional disciplinary canon by providing interdisciplinary training in the engineering, development, and hazards fields. We studied one such program to explore how understandings and practices of hazards work are shaped in a development-focused engineering training program. Through in-depth interviews with program participants and observations of program events, we found that while students working in this area have a broad understanding of the linkages between hazards and development, they identify limitations to the integration of these fields in their educational training and experience in practice. Knowledge gained from students working at the boundaries of the hazards and development fields offers insight into the ongoing frictions of integrating work across these areas. Conceptualizations of ‘resilience’ offer individuals working at the boundaries of these fields an opportunity to make connections between hazards and development. We argue that an increased focus on connecting development and hazards work through resilience can serve as a useful tool to better train future cohorts of students working in hazards and development.
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