Offers an informative introduction to the subject of disaster risk reduction education and highlights key places of education such as family, community, school, and higher education. This book describes and demonstrates different aspects of education in an easy-to-understand form with academic research and practical field experiences.

What is the relationship between education and natural disasters? Can education play a role in ameliorating and mitigating them, preparing people in how to respond, and even helping to prevent them? If so, how? Drawing on research carried out in a number of different countries, including Australia, China, India, Japan, the UK and the USA, the contributors consider the role of education in relation to natural disasters. The case studies expand conceptual and empirical understandings of the understudied relationship between education and natural disasters and uncover the potential and the limitations of education for mitigating, responding to, and potentially preventing, natural disasters. The contributors also consider the extent to which so-called natural disasters, such as mudslides caused by deforestation and flooding areas built on known flood plains, are linked to human behaviour and how education can impact on these.

Natural disaster learning can be integrated not only in science class but also in language class. In this book, the writer proposed the disaster education to be taught in English class at university level. The reason is that the studens will gain two skills throught this book namely English skill and dealing with disaster skill. Through this book, students are expected to integrate their understanding on natural disasters with English environment. As the result, it is expected that a good teaching-learning atmosphere can be created not only by the teachers but also by the students who will be actively involved in the learning process.

Education for Sustainable Development (ESD) and Disaster Risk Reduction Education (DRRE) have overlapping areas of concern focusing on strengthening the link to local communities. In reality, there is significant synergy in ESD and disaster risk reduction (DRR). Both concepts urge looking at the communities, both focus on behavior changes and both call for linking knowledge to action. The Decade of Education for Sustainable Development (DESD) ends in 2014 and the Hyogo Framework for Action (HFA) ends in 2015. Therefore, at this junction, it is important to review the progress made over the past 10 years and to suggest future synergy options. This book is the first attempt to review these two emerging fields and to provide input to the future direction of education. The book has 11 chapters, drawing lessons mainly from Japan and discussing their implications for the world. The first four chapters provide an overview of the ESD–DRR linkage, ESD and its evolution, DRRE and Climate Change Education. These are followed by case studies from ESD practices in Japan, in schools, universities and communities. The primary target groups for this book are students and researchers in the fields of environment, disaster risk reduction and climate change studies. The book provides them with a good idea of the current research trends in the field and furnishes basic knowledge about these vital topics. Another target group comprises practitioners and policy makers, who will be able to apply the knowledge collected here to establishing policy and making decisions.

Schooling and the Politics of Disaster is the first volume to address how disaster is being used for a radical social and economic reengineering of education. From the natural disasters of the Asian tsunami and the hurricanes in the Gulf Coast, to the human-made disasters in Iraq, Afghanistan, Haiti, Sudan, Indonesia, the United States and around the globe, disaster is increasingly shaping policy and politics. This groundbreaking collection explores how education policy is being reshaped by disaster politics. Noted scholars in education and sociology tackle issues as far-ranging as No Child Left Behind, the War on Terror, Hurricane Katrina, the making of educational funding crises in the US, and the Iraq War to bring to light a disturbing new phenonmemon in educational policy.

Discussing international perspectives on teaching about hazards and disasters, this volume features examples from Germany, France, South Africa, New Zealand, Hong Kong and Nigeria.

Education is regarded as a cross-cutting issue for disaster risk reduction (DRR) through reviewing the Sendai Framework for DRR (SFDRR) 2015–2030. Mainstreaming Disaster Risk Reduction (DRR) in the education sector is one of the important efforts to enhance resilience in a community. DRR in the education sector not only focuses on provision of disaster education, but also includes securing a safe school environment, developing school disaster management plans, and building the capacity of school teachers and local educational officers. Japan, with its wealth of experience in DRR, has developed a good resilient system in its education sector, which has been tested and revised through experiences of past disasters. This book reviews the evolution of DRR in the education sector in Japan, including some of the recent developments after the 2011 Great East Japan Earthquake, focusing on DRR governance and practices in national policies, curriculum development and teacher training, community linkage, and international cooperation, to enhance resilience in the education sector. The primary target groups for this book are students and researchers in the fields of disaster management and DRR studies. Another target group comprises practitioners and policy makers, who will be able to apply the collective knowledge from this work to policy and decision making. The book provides an overview of the current research trends and furnishes basic knowledge on this important topic.

Covid-19, disastrous series of earthquakes in Türkiye and Syria... How well prepared are young people to understand such catastrophic events and their impact upon societies? Since the beginning of recorded human history, pandemics and natural disasters have highly impacted the historical narratives of mankind. Each time, they remind humans how fragile they are and how limited their knowledge is. Despite their impact, these events are given little attention in history education. The first thematic report of the Observatory on History Teaching in Europe (OHTE) analyses how pandemics and natural disasters are taught across different levels of education. It gives a detailed overview of the teaching of the two topics in OHTE’s 16 member states, along with a cross country analysis – combining information provided by educational authorities and by history teachers themselves. The report refers to important areas of concern such as the inclusion of pandemics and natural disasters in history curricula, teachers’ pedagogical decisions about their teaching, multiperspectival approaches but also the use of scapegoating during these times of crises. The observatory’s mission is to provide a clear picture of the state of history teaching in Europe. Within the countries that are party to the observatory, this is done through OHTE reports on the state of history teaching and thematic reports, which explore particular areas of interest and how they are handled in history lessons. The observatory’s vision is embodied by its motto: “Teaching history, grounding democracy”. In practice, this means that it promotes quality history education in order to improve the understanding of democratic culture among young people. The Observatory on History Teaching in Europe is a Council of Europe enlarged partial agreement.

The book is expressly written for the young minds because they are our best hope for a safer tomorrow. The book is profusely illustrated, as it offers a joyride to the world of the whole range of hazards through simplified teaching-learning process, with less of teaching and more of learning. This is because most readers would love to learn without actually being taught. The book is designed to take advantage of distilled wisdom of centuries to inspire and enlighten the common man to turn them into prime movers of safer societies. Senior citizens, community leaders, self-trained disaster managers, social workers, media personnel, bureaucrats and those averse to the very thought of reading will also find the book useful as it is illustrative and inviting.