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‘Disaster education’ has been studied in various disciplines such as disaster risk management and environmental studies. However, disaster education is a relatively ‘new enquiry’ in the field of education. Particularly, the literature that conceptualises ‘disaster education’ in education is minimal. This paper aims to fill this gap by synthesising existing disaster education literature linking them with educational concepts. The paper suggests three possible conceptualisations for disaster education. The first is based on a temporal distinction between education undertaken in usual times or unusual times. The second conceptualisation applies modes of learning and teaching: formal, non-formal and informal. Thirdly, establishing disaster education as a sub-discipline in the field of education is proposed: one sub-discipline is lifelong learning and the other is public pedagogy. Critiquing each method of conceptualisation, the paper argues for the suitability and usefulness of locating ‘disaster education’ within public pedagogy.
Kaori Kitagawa. Conceptualising ‘Disaster Education’. Education Sciences 2021, 11, 233 .
AMA StyleKaori Kitagawa. Conceptualising ‘Disaster Education’. Education Sciences. 2021; 11 (5):233.
Chicago/Turabian StyleKaori Kitagawa. 2021. "Conceptualising ‘Disaster Education’." Education Sciences 11, no. 5: 233.
The purpose of this paper is to relate disaster risk reduction activities to learning perspectives and theories. The paper refers to ‘disaster risk reduction activities’ encompassing various terms used in the existing disaster risk management literature, such as ‘disaster education’ and ‘capacity building’. One thing they have in common is the involvement of the general public in preparing for natural hazards. Disaster risk reduction activities involve learning, because they aim to change people’s behaviour, perception and emotion. An overview of the relationships between disaster risk reduction activities and learning theories has not been offered, and that is what this paper aims to achieve. ‘How people learn’ has been studied in the fields of psychology and education over the years. Evolving from the primary focus of acquisition of knowledge and skills, the understanding of ‘what learning is’ has broadened to envisage emotional and social dimensions. Referring to the historical development of five major learning perspectives, the paper links each perspective with specific disaster risk reduction activities. The foci of the studies of disaster risk reduction activities have been what people should learn, rather than how people learn. Engagement with learning perspectives and theories will allow conceptualising how people learn to be prepared and resilient, which will benefit disaster risk management.
Kaori Kitagawa. Disaster risk reduction activities as learning. Natural Hazards 2020, 105, 3099 -3118.
AMA StyleKaori Kitagawa. Disaster risk reduction activities as learning. Natural Hazards. 2020; 105 (3):3099-3118.
Chicago/Turabian StyleKaori Kitagawa. 2020. "Disaster risk reduction activities as learning." Natural Hazards 105, no. 3: 3099-3118.
PurposeThis exploratory study discusses the policy learning process of the development of disaster risk reduction (DRR) policy.Design/methodology/approachThe paper discusses how DRR has and has not developed in Thailand through the two major disasters: the 2004 Indian Ocean Tsunami and the 2011 Great Flood. The information was collected by documentary analysis to gain a historical and critical understanding of the development of the system and policy of DRR in Thailand. Additionally, key stakeholders' interviews were undertaken to supplement the analysis.FindingsThe paper demonstrates that Thailand's DRR development has been “reactive” rather than “proactive”, being largely directed by global DRR actors.Research limitations/implicationsBeing a small-scale study, the sample size was small. The analysis and argument would be consolidated with an increase in the number of interviews.Practical implicationsThe model can help deconstruct which dimension of the learning process a government has/has not achieved well.Originality/valueThe application of the “restrictive-expansive policy learning” model, which identifies different dimensions of policy learning, reveals that the Thai government's policy learning was of a mixed nature.
Kaori Kitagawa. Development of disaster risk reduction policy in Thailand. Disaster Prevention and Management: An International Journal 2020, ahead-of-p, 1 .
AMA StyleKaori Kitagawa. Development of disaster risk reduction policy in Thailand. Disaster Prevention and Management: An International Journal. 2020; ahead-of-p (ahead-of-p):1.
Chicago/Turabian StyleKaori Kitagawa. 2020. "Development of disaster risk reduction policy in Thailand." Disaster Prevention and Management: An International Journal ahead-of-p, no. ahead-of-p: 1.
This paper discusses the ‘all-of-society engagement’ concept promoted in the Sendai Framework for Disaster Risk Reduction (DRR) 2015–2030, drawing on the case of Kuroshio Town, Kochi Prefecture in Japan. The framework does not offer a clear definition of ‘all-of-society engagement’. The paper suggests the case of Kuroshio Town could help us envisage what ‘all-of-society engagement’ might look like. The people in the town were shocked to receive the official revised prediction of a forthcoming mega earthquake and tsunami in March 2012, which suggested that the Nankai Trough Earthquake could reach the seismic intensity of seven, and the subsequent tsunami could be as high as 34.4 m in a certain part of Kuroshio Town. Pessimism spread, and an attitude of ‘giving up’ prevailed. Kuroshio Town Hall had to come up with a drastic measure to unite the whole town, which was to present a clear philosophy, rather than technical measures. The narrative of ‘never give up’ was thus constructed, which was gradually appreciated and shared by the residents of the town. The paper teases out this whole-town preparedness project with the use of the four priorities of actions in the Sendai Framework as an analytical tool. The analysis brings certain mechanisms deployed in the town to the fore, which enabled the co-construction of the narrative of ‘never give up’, contributing to motivating the residents to engage in preparedness activities.
Kaori Kitagawa. Co-Constructing a Narrative of ‘Never Give Up’ in Preparing for a Mega-Tsunami: An Exemplar of ‘All-Of-Society Engagement’? Geosciences 2019, 9, 486 .
AMA StyleKaori Kitagawa. Co-Constructing a Narrative of ‘Never Give Up’ in Preparing for a Mega-Tsunami: An Exemplar of ‘All-Of-Society Engagement’? Geosciences. 2019; 9 (12):486.
Chicago/Turabian StyleKaori Kitagawa. 2019. "Co-Constructing a Narrative of ‘Never Give Up’ in Preparing for a Mega-Tsunami: An Exemplar of ‘All-Of-Society Engagement’?" Geosciences 9, no. 12: 486.
This paper aims to contribute to the conceptualisation and practice of ‘everyday-life preparedness [seikatsu bosai]’ (EP) initially proposed by Yamori. It reinforces existing community-based disaster risk reduction (CBDRR) systems through embedding preparedness thinking and practice in communities’ daily lives. International agencies, governments and experts promote CBDRR to engage ‘all of society’ and to achieve ‘a culture of DRR’. At the same time, the challenges of how to engage communities in DRR actions and how to sustain them in the communities are also recognised. Drawing on three case studies from Japan, the paper suggests that EP could be one approach to respond to these challenges. A need for integrating DRR and community development has already been identified by some authors. Taking this position further, the paper proposes EP as one of the methodologies of integrated CBDRR approaches.
Kaori Kitagawa. Exploring ‘everyday-life preparedness’: Three case studies from Japan. International Journal of Disaster Risk Reduction 2018, 34, 265 -274.
AMA StyleKaori Kitagawa. Exploring ‘everyday-life preparedness’: Three case studies from Japan. International Journal of Disaster Risk Reduction. 2018; 34 ():265-274.
Chicago/Turabian StyleKaori Kitagawa. 2018. "Exploring ‘everyday-life preparedness’: Three case studies from Japan." International Journal of Disaster Risk Reduction 34, no. : 265-274.
This 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.
Kaori Kitagawa. Questioning ‘integrated’ disaster risk reduction and ‘all of society’ engagement: can ‘preparedness pedagogy’ help? Compare: A Journal of Comparative and International Education 2018, 49, 851 -867.
AMA StyleKaori Kitagawa. Questioning ‘integrated’ disaster risk reduction and ‘all of society’ engagement: can ‘preparedness pedagogy’ help? Compare: A Journal of Comparative and International Education. 2018; 49 (6):851-867.
Chicago/Turabian StyleKaori Kitagawa. 2018. "Questioning ‘integrated’ disaster risk reduction and ‘all of society’ engagement: can ‘preparedness pedagogy’ help?" Compare: A Journal of Comparative and International Education 49, no. 6: 851-867.
Preparedness for disaster scenarios is progressively becoming an educational agenda for governments because of diversifying risks and threats worldwide. In disaster-prone Japan, disaster preparedness has been a prioritised national agenda, and preparedness education has been undertaken in both formal schooling and lifelong learning settings. This article examines the politics behind one prevailing policy discourse in the field of disaster preparedness referred to as ‘the four forms of aid’ – ‘kojo [public aid]’, ‘jijo [self-help]’, ‘gojo/kyojo [mutual aid]’. The study looks at the Japanese case, however, the significance is global, given that neo-liberal governments are increasingly having to deal with a range of disaster situations whether floods or terrorism, while implementing austerity measures. Drawing on the theory of the adaptiveness of neo-liberalism, the article sheds light on the hybridity of the current Abe government’s politics: a ‘dominant’ neo-liberal economic approach – public aid and self-help – and a ‘subordinate’ moral conservative agenda – mutual aid. It is argued that the four forms of aid are an effective ‘balancing act’, and that kyojo in particular is a powerful legitimator in the hybrid politics. The article concludes that a lifelong and life-wide preparedness model could be developed in Japan which has taken a social approach to lifelong learning.
Kaori Kitagawa. Disaster preparedness, adaptive politics and lifelong learning: a case of Japan. International Journal of Lifelong Education 2016, 35, 629 -647.
AMA StyleKaori Kitagawa. Disaster preparedness, adaptive politics and lifelong learning: a case of Japan. International Journal of Lifelong Education. 2016; 35 (6):629-647.
Chicago/Turabian StyleKaori Kitagawa. 2016. "Disaster preparedness, adaptive politics and lifelong learning: a case of Japan." International Journal of Lifelong Education 35, no. 6: 629-647.
Both ‘disaster preparedness’ and ‘public pedagogy’ have been broadly defined and diversely utilised. Preparedness has been dealt with in disciplines such as civil engineering, the sociology of disasters, public health and psychology, rather than education. Recently, inquiries into the learning and teaching of preparedness have increased in the field of education. Some position preparedness education within the field of public pedagogy. However, conceptual discussion as to how and why the two fields are associated has been limited. The primary aim of this paper is to fill this gap by drawing on public pedagogy literature that conceptualises ‘publics’ and ‘pedagogies’. In doing so, the paper attempts to respond to call for Problematizing Public Pedagogy.
Kaori Kitagawa. Situating preparedness education within public pedagogy. Pedagogy, Culture & Society 2016, 25, 1 -13.
AMA StyleKaori Kitagawa. Situating preparedness education within public pedagogy. Pedagogy, Culture & Society. 2016; 25 (1):1-13.
Chicago/Turabian StyleKaori Kitagawa. 2016. "Situating preparedness education within public pedagogy." Pedagogy, Culture & Society 25, no. 1: 1-13.
This article explores policy approaches to educating populations for potential critical infrastructure collapse in five different countries: the UK, the US, Germany, Japan and New Zealand. ‘Critical infrastructure’ is not always easy to define, and indeed is defined slightly differently across countries – it includes entities vital to life, such as utilities (water, energy), transportation systems and communications, and may also include social and cultural infrastructure. The article is a mapping exercise of different approaches to critical infrastructure protection and preparedness education by the five countries. The exercise facilitates a comparison of the countries and enables us to identify distinctive characteristics of each country’s approach. We argue that contrary to what most scholars of security have argued, these national approaches diverge greatly, suggesting that they are shaped more by internal politics and culture than by global approaches
Kaori Kitagawa; John Preston; Charlotte Chadderton. Preparing for disaster: a comparative analysis of education for critical infrastructure collapse. Journal of Risk Research 2016, 20, 1450 -1465.
AMA StyleKaori Kitagawa, John Preston, Charlotte Chadderton. Preparing for disaster: a comparative analysis of education for critical infrastructure collapse. Journal of Risk Research. 2016; 20 (11):1450-1465.
Chicago/Turabian StyleKaori Kitagawa; John Preston; Charlotte Chadderton. 2016. "Preparing for disaster: a comparative analysis of education for critical infrastructure collapse." Journal of Risk Research 20, no. 11: 1450-1465.
Natural disasters are frequently exacerbated by anthropogenic mechanisms and have social and political consequences for communities. The role of community learning in disasters is seen to be increasingly important. However, the ways in which such learning unfolds in a disaster can differ substantially from case to case. This article uses a comparative case study methodology to examine catastrophes and major disasters from five countries (Japan, New Zealand, the UK, the USA and Germany) to consider how community learning and adaptation occurs. An ecological model of learning is considered, where community learning is of small loop (adaptive, incremental, experimental) type or large loop (paradigm changing) type. Using this model, we consider that there are three types of community learning that occur in disasters (navigation, organization, reframing). The type of community learning that actually develops in a disaster depends upon a range of social factors such as stress and trauma, civic innovation and coercion
John Preston; Charlotte Chadderton; Kaori Kitagawa; Casey Edmonds. Community response in disasters: an ecological learning framework. International Journal of Lifelong Education 2015, 34, 727 -753.
AMA StyleJohn Preston, Charlotte Chadderton, Kaori Kitagawa, Casey Edmonds. Community response in disasters: an ecological learning framework. International Journal of Lifelong Education. 2015; 34 (6):727-753.
Chicago/Turabian StyleJohn Preston; Charlotte Chadderton; Kaori Kitagawa; Casey Edmonds. 2015. "Community response in disasters: an ecological learning framework." International Journal of Lifelong Education 34, no. 6: 727-753.
In a disaster-prone country like Japan, learning how to live with disaster [kyozon] has been crucial. Particularly since the Great East Japan Earthquake and Tsunami of 2011, disaster preparedness has been a primary concern of the government. Drawing on Paton’s (The phoenix of natural disasters: community resilience. Nova Science Publishers, New York, pp. 13–31, 2008) Community Engagement Theory, which endorses an integrated model that combines risk management with community development, this study discusses the case of Sakurajima Volcano (SV) situated in the south of Japan, with a focus on how the lessons learnt from previous eruption experiences have informed present-day preparedness activities. The study adapts Community Engagement Theory’s quantitative framework to a qualitative analysis to consider the preparedness teaching and learning of a population living with the everyday threat of volcanic hazards in the case of SV. The study argues that two particular local lores—‘do not rely on authorities’ and ‘be frightened effectively’—have been the underlying principles in volcanic preparedness in the region. The study also argues that the notion of ‘kyojo [collaborative partnerships]’ has been central to the planning and implementation of preparedness programmes, such as the Sakurajima Taisho Eruption Centenary Project, which offered a wide range of informal teaching and learning opportunities. Applying the framework of Community Engagement Theory, the paper suggests that at the individual level, the principles of ‘do not rely on authorities’ and ‘be frightened effectively’ form the basis for positive ‘outcome expectancy’. At the community level, ‘kyojo’ is the notion which encompasses both of the community factors—‘community participation’ and ‘collective efficacy’. At the societal level, ‘kyojo’ contributes to the building of ‘empowerment’ and ‘trust’ between citizens and authorities. The paper concludes by proposing that the SV case can be considered as an example of ‘the integrated model’.
Kaori Kitagawa. Living with an Active Volcano: Informal and Community Learning for Preparedness in South of Japan. Advances in Volcanology 2015, 677 -689.
AMA StyleKaori Kitagawa. Living with an Active Volcano: Informal and Community Learning for Preparedness in South of Japan. Advances in Volcanology. 2015; ():677-689.
Chicago/Turabian StyleKaori Kitagawa. 2015. "Living with an Active Volcano: Informal and Community Learning for Preparedness in South of Japan." Advances in Volcanology , no. : 677-689.
Kaori Kitagawa. Continuity and change in disaster education in Japan. History of Education 2014, 44, 371 -390.
AMA StyleKaori Kitagawa. Continuity and change in disaster education in Japan. History of Education. 2014; 44 (3):371-390.
Chicago/Turabian StyleKaori Kitagawa. 2014. "Continuity and change in disaster education in Japan." History of Education 44, no. 3: 371-390.
The term ‘state of exception’ has been used by Italian political theorist Giorgio Agamben to explain the ways in which emergencies, crises and disasters are used by governments to suspend legal processes. In this paper, we innovatively apply Agamben's theory to the way in which countries prepare and educate the population for various types of emergencies. We focus on two main aspects of Agamben's work: first, the paradoxical nature of the state of exception, as both a transient and a permanent part of governance. Second, it is a ‘liminal’ concept expressing the limits of law and where ‘law’ meets ‘not-law’. We consider the relationship between laws related to disasters and emergencies, and case studies of the ways in which three countries (England, Germany and Japan) educate their populations for crisis and disaster. In England, we consider how emergency powers have been orientated around the protection of the Critical National Infrastructure and how this has produced localised ‘states of exception’ and, relatedly, pedagogical anomalies. In Germany, we consider the way in which laws related to disaster and civil protection, and the nature of volunteering for civil protection, produce exceptional spaces for non-German bodies. In Japan, we consider the debate around the absence of emergency powers and relate this to Japanese non-exceptional disaster education for natural disasters. Applying Agamben's work, we conclude by developing a new, multilevel empirical framework for analysing disaster education with implications for social justice.
John Preston; Charlotte Chadderton; Kaori Kitagawa. The ‘state of exception’ and disaster education: a multilevel conceptual framework with implications for social justice. Globalisation, Societies and Education 2014, 12, 437 -456.
AMA StyleJohn Preston, Charlotte Chadderton, Kaori Kitagawa. The ‘state of exception’ and disaster education: a multilevel conceptual framework with implications for social justice. Globalisation, Societies and Education. 2014; 12 (4):437-456.
Chicago/Turabian StyleJohn Preston; Charlotte Chadderton; Kaori Kitagawa. 2014. "The ‘state of exception’ and disaster education: a multilevel conceptual framework with implications for social justice." Globalisation, Societies and Education 12, no. 4: 437-456.
This article presents findings from the Changing Youth Labour Markets and Schools to Work Transitions in Modern Britain projects undertaken between 2009 and 2010. The projects examined young people's experiences and perceptions about study, work, and the future while going through transitions. The target group was young people on vocational courses at further education colleges in London aged between 18 and 24. This group is an under-researched cohort, who is neither NEET nor following 'tidy' pathways. We apply the conceptual framework of temporal orientations of agency, originally proposed by Emirbayer and Mische (1998). We discuss the interplay between young people's agency and the contexts in which they live.
Kaori Kitagawa; Mabel Encinas. Young people's transitions in London and temporal orientations of agency. London Review of Education 2014, 1 .
AMA StyleKaori Kitagawa, Mabel Encinas. Young people's transitions in London and temporal orientations of agency. London Review of Education. 2014; ():1.
Chicago/Turabian StyleKaori Kitagawa; Mabel Encinas. 2014. "Young people's transitions in London and temporal orientations of agency." London Review of Education , no. : 1.
Gwyneth Hughes; Elizabeth Wood; Kaori Kitagawa. Use of self-referential (ipsative) feedback to motivate and guide distance learners. Open Learning: The Journal of Open, Distance and e-Learning 2014, 29, 31 -44.
AMA StyleGwyneth Hughes, Elizabeth Wood, Kaori Kitagawa. Use of self-referential (ipsative) feedback to motivate and guide distance learners. Open Learning: The Journal of Open, Distance and e-Learning. 2014; 29 (1):31-44.
Chicago/Turabian StyleGwyneth Hughes; Elizabeth Wood; Kaori Kitagawa. 2014. "Use of self-referential (ipsative) feedback to motivate and guide distance learners." Open Learning: The Journal of Open, Distance and e-Learning 29, no. 1: 31-44.
This chapter aims to analyse the development of lifelong learning in Singapore, using a conceptual framework developed in the author’s previous work (Kitagawa 2008, 2010). The origin of the idea central to those pieces of work was convergence and divergence of lifelong learning.
Kaori Kitagawa. Three Translations Revisited: Lifelong Learning in Singapore. Second International Handbook of Lifelong Learning 2011, 305 -320.
AMA StyleKaori Kitagawa. Three Translations Revisited: Lifelong Learning in Singapore. Second International Handbook of Lifelong Learning. 2011; ():305-320.
Chicago/Turabian StyleKaori Kitagawa. 2011. "Three Translations Revisited: Lifelong Learning in Singapore." Second International Handbook of Lifelong Learning , no. : 305-320.