Akademik Veri Yönetim Sistemi
Disaster and Climate Risk Education: Insights from Knowledge to Action, A. Yildiz,R. Shaw, Editör, Springer Nature, Zug, ss.65-95, 2024
Every year, severe disasters impact millions of people. There is an ever-increasing need for more knowledgeable, ecologically mature, and accountable individuals to enact adaptation, mitigation, and preparedness behaviors against disasters. Schools are the best places to help individuals develop distinctive disaster-related knowledge and experiences. Community-based resiliency can also be increased as students can effectively communicate disaster risks and information that leads to behavior change. However, more integration of disaster-related issues into curriculum framework is needed to overcome the significant barriers to ineffective education practices within formal school settings. Therefore, this chapter’s aim is twofold: (1) to analyze the Turkish national curriculum framework through a comprehensive and critical lens regarding its pre-defined expectations for different grades (1–12) and subject areas in mandatory courses and (2) to offer research-based suggestions on more promising disaster education. The ecosystem approach is employed as an analytic framework through which we explore how the national curricula incorporate different but interrelated disciplines of knowledge of disaster education toward a more inclusive education. The study reveals that disaster education does not encompass holistic and complementary perspectives for instilling pro-ecological behaviors and values, but rather disaster-related conceptions and discussions are separately included without illustrating the interaction with the concepts of ecology and biodiversity management and conservation, climate change, and sustainability lifestyles. These findings have important implications for revising the national curriculum framework on disaster education.