Educational hazards? The politics of disaster risk education in Rio de Janeiro.

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ID: 55001
2019
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Abstract
Outcomes of disaster education are highly dependent on the political context of that education. Based on a rich, in-depth, case study of the creation of community monitors in a landslide and flood-prone city in southeast Brazil, I demonstrate how political and developmental contexts add much additional nuance to existing theories of behaviourist and transformative education for preparedness and mitigation. Beyond identifying education's benefits, I argue that risk reduction outcomes are dependent on governance contexts that move over time. I demonstrate political complexity in the programme's implementation and cite the perspectives of a number of participants. Disaster education is shown to be the necessary yet underappreciated twin of technical and militarised approaches that dominate Brazilian disaster response. However, understated is education's situatedness: how it can become an arena of conflict between government and civil actors fighting over state and society in contexts of increasingly hazardous urbanization in Latin America. This article is protected by copyright. All rights reserved.
Reference Key
coates2019educationaldisasters Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Coates, Robert;
Journal Disasters
Year 2019
DOI
10.1111/disa.12399
URL
Keywords
risk communication environmental policy brazil drr education critical pedagogy urban development

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