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David Alexander University College London Perspectives on Higher Education in Risk and Disaster Reduction

Perspectives on Higher Education in DRR

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Page 1: Perspectives on Higher Education in DRR

David AlexanderUniversity College London

Perspectives on Higher Educationin Risk and Disaster Reduction

Page 2: Perspectives on Higher Education in DRR

The long, arduous searchfor a core curriculum

Page 3: Perspectives on Higher Education in DRR

Humanmisery

●poverty●disease●malnutrition●conflict●displacement●disasters

... and climate change...?

Page 4: Perspectives on Higher Education in DRR

A Century of"Disasterology"

1917-2015

Page 5: Perspectives on Higher Education in DRR

The 'Big Bang'Halifax, Nova Scotiaship explosion,1917

Page 6: Perspectives on Higher Education in DRR

2,000 dead, 9,000 injured

Page 7: Perspectives on Higher Education in DRR

Rev. DrSamuel Henry Prince

1885-1960Nova Scotia,

Columbia University

ProfessorHarlan H. Barrows

1877-1960Michigan,

Chicago University

Page 8: Perspectives on Higher Education in DRR

1920

1923

Page 9: Perspectives on Higher Education in DRR

Floods,1920s-1960s

Page 10: Perspectives on Higher Education in DRR

Gilbert Fowler White 1911-2006

Page 11: Perspectives on Higher Education in DRR

Herbert Simon:'optimisers' and 'satisficers'

"Human beings, viewed as behaving systems,are quite simple. The apparent complexityof our behaviour over time is largely areflection of the complexity of theenvironment in which we find ourselves."

"The social sciences, I thought, needed thesame kind of rigour and the same mathe-matical underpinnings that had made the'hard' sciences so brilliantly successful."

Page 12: Perspectives on Higher Education in DRR

1970s-1980sDrought,storms,earthquakes,tornadoes,volcanic eruptions

The age of "rationalist human ecology"

Page 13: Perspectives on Higher Education in DRR

Hewitt, K. (ed.) 1983. Interpretations of Calamityfrom the Viewpoint of Human Ecology. Unwin-Hyman, London:304 pp.

The 'radical critique'

Page 14: Perspectives on Higher Education in DRR

HUMANCONSEQUENCES

OF DISASTER

“ORTHODOX” MODEL

PHYSICALEVENT

HUMANVULNERABILITY

“RADICAL CRITIQUE” (K. HEWITT et al.)HUMAN

CONSEQUENCESOF DISASTER

HUMANVULNERABILITY

PHYSICALEVENT

Page 15: Perspectives on Higher Education in DRR

Civil contingencies

Resilience

management

The risk environment

Businesscontinuity

Civildefence

Disaster Risk Reduction (DRR)

Civilprotection

HumanitarianRelief

Page 16: Perspectives on Higher Education in DRR

• what does 'neutrality' mean?

• does humanitarian aid cause disaster?

• aid is a global industry – big business

• why is the system so inefficient?

• to big to stop, too diverse to fix.

Dilemmas of humanitarianism 1992-2015

Page 17: Perspectives on Higher Education in DRR

War andconflict

Pove

rty

Naturaldisasters

Inse

curity

Vulnerability andmarginalisation

Military

Humanitarian assistance

assistance

The "Military Cross"

Page 18: Perspectives on Higher Education in DRR

Justice Impartiality

Humanitarianism

Hijacking ofassistance

Relief

Robberyand rapeof victims

Totalwar

Politicisation ofrelief suppies

Whatfuture?

Page 19: Perspectives on Higher Education in DRR

The second'big bang':9-11 and

the "War onTerrorism"

Page 20: Perspectives on Higher Education in DRR

Armed aggressionon the part of states

Civil defence

Natural disasters

Civil protection

Armed aggressionon the part of

groups of dissidents

"Homeland security"(civil defence)

"Generic" disasters

"Civil contingencies"(resilience)

Page 21: Perspectives on Higher Education in DRR

• concept of 'war' was misleading

• it spread radicalisation

• neglect of natural disaster preparedness

• unhealthy regeneration of Cold War

• USA lost lead role in 'disasterology'.

What went wrong

Page 22: Perspectives on Higher Education in DRR

The entry onto the stage of resilience1981-2015

Page 23: Perspectives on Higher Education in DRR

General resilience

Disaster resilience Disaster mitigation

Disaster response

The broader picture

Page 24: Perspectives on Higher Education in DRR

Prof. CrawfordStanley ('Buzz')

Holling[b. 1930],Canadiansystemsecologist,Universityof Florida

Page 25: Perspectives on Higher Education in DRR

Annual Review of Ecology & Systematics 4 (1973)

Page 26: Perspectives on Higher Education in DRR

LAW

STATESMANSHIP

LITERATURE

SCIENTIFICMETHOD

MECHANICS

MANU-FACTURING

ECOLOGY

MANAGEMENT(ADAPTIVE)

CHILDPSYCHOLOGY

ANTHROPOLOGY

SOCIALRESEARCH

DISASTER RISKREDUCTION

SUSTAINABILITYSCIENCE CLIMATE CHANGE

ADAPTATION

c. BC 50

AD 15291625

1859

19301950

1973

2000

2010

NATURALHISTORY

Page 27: Perspectives on Higher Education in DRR

• analysis of the stabilityof ecological assemblages

• ideal for island ecology andother well-defined systems

• in line with GST resilienceis an equilibrium tendency

• promotes a narrow viewof the resilience concept

• Holling's approach has beenwidely used uncritically.

Holling's use of the resilience concept

Page 28: Perspectives on Higher Education in DRR

RESILIENCE

Social

Tech

nica

l

Physical

Psych

ological

CLIMATE CHANGEADAPTATION

DISASTER RISKREDUCTION

OTHER HAZARDSAND RISKS

naturalsocial

technologicalintentionalcompoundcascading

SUSTAINABILITYSCIENCE

Page 29: Perspectives on Higher Education in DRR

• an objective, a process or a strategy?

• a paradigm, diverse paradigms?

• 'bounce-back' or 'bounce-forward'?

• focuses on the community scale

• can reconcile dynamic & static elements.

Resilience

Page 30: Perspectives on Higher Education in DRR

RESILIENCE:as a material has brittlestrength and ductility:

society must have an optimumcombination of resistance tohazard impacts and ability

to adapt to them.

Page 31: Perspectives on Higher Education in DRR

HUMANCONSEQUENCES

OF DISASTER

“ORTHODOX” MODEL

PHYSICALEVENT

HUMANVULNERABILITY

“RADICAL CRITIQUE” (K. HEWITT et al.)HUMAN

CONSEQUENCESOF DISASTER

HUMANVULNERABILITY

PHYSICALEVENT

CURRENT NEEDS

HUMANCONSEQUENCES

OF DISASTER

HUMANVULNERABILITY

CULTURE HISTORYPHYSICALEVENTS

CONTEXT & CONSEQUENCES

Page 32: Perspectives on Higher Education in DRR

Resilientculture

Culture ofresilience

Page 33: Perspectives on Higher Education in DRR

A model of culture

Page 34: Perspectives on Higher Education in DRR

Organisationalsystems:management

Socialsystems:behaviour

Naturalsystems:function

Technicalsystems:

malfunction

VulnerabilityHazard

Resilienc

e

Politicalsystems:decisions

Page 35: Perspectives on Higher Education in DRR

Long term

Short term

Emic components

Etic components

METAMORPHOSISOF CULTURE

Experiences of culture[mass-media and consumer culture]

Accumulated cultural traits and beliefs

Inherited cultural background

Ideological(non-scientific)interpretations

of disaster

Learned(scientific)

interpretationsof disaster

Page 36: Perspectives on Higher Education in DRR

Retribution Judgement Portent

DISASTERMEANING ACCEPTANCE

Retrospectiveinterpretation

Predictiveinterpretation

Traditional view of disaster - modern parallels?

Page 37: Perspectives on Higher Education in DRR

Symbolisminherent in

technologicalculture

Traditionalsymbolism

and portent

Event

Interpretation

Dynamic culturalmetamorphosis

Page 38: Perspectives on Higher Education in DRR

Valuesystem

Familyculture

Workculture

Peergroupculture

Personalculture

National culture

Regional culture

Page 39: Perspectives on Higher Education in DRR

Riskamplification

factors

Riskmitigationfactors

Totalvulnerability

Risk perceptionfactors- +

positivenegative

DIALECTIC

Page 40: Perspectives on Higher Education in DRR

INSTRUMENTS OFDISSEMINATION

• mass media• targeted campaign• social networks

• internet

Augmentation

MASSEDUCATIONPROGRAMME

HUMANCAPITAL

HABIT

CULTURE

The creation of a culture of civil protection

Page 41: Perspectives on Higher Education in DRR

What next?

Page 42: Perspectives on Higher Education in DRR

This is the world we live in.

Page 43: Perspectives on Higher Education in DRR

The wreck of rational analysis uponthe rock of political considerations.

Page 44: Perspectives on Higher Education in DRR

Evidence can be:-• precise• decisive• equivocal• ambiguous• puzzling• uninterpretable

(evidence of what?)• ignored• distorted• used selectively.

Page 45: Perspectives on Higher Education in DRR

Displacementand migration

Climate changeadaptation

Disaster responseand mitigation

Page 46: Perspectives on Higher Education in DRR

Climate change Terrorism

Displacementand migration

Pandemicsand epidemics

Population increase

Env

iron

ment

al ch

ang

eConflict

Technologicaldisasters and

major incidents

'Natural'disasters

Page 47: Perspectives on Higher Education in DRR

RISKSdaily: unemployment, poverty, disease, etc.major disaster: floods, storms, quakes, etc.emerging risks: pandemics, climate change

SUSTAINABILITYdisaster risk reduction

resource consumptionstewardship of the environment

economic activitieslifestyles and communities

SUSTAINABILITY

Page 48: Perspectives on Higher Education in DRR

Vulnerability

Total: life isgenerally precariousEconomic: people lackadequate occupationTechnological/technocratic: dueto the riskiness of technologyDelinquent: caused bycorruption, negligence, etc.Residual: caused bylack of modernisationNewly generated: caused bychanges in circumstances

Page 49: Perspectives on Higher Education in DRR

• disaster risk reduction and climatechange adaptation will partially merge

• global mobility will become a majorfactor in disaster risk reduction

• resilience will probably disappoint

• the weight of key concepts: vulnerability

• sustainable DRR, sustainable lives.

The future

Page 50: Perspectives on Higher Education in DRR

System is... Example of catalytic disaster

SubstitutedEconomic catastrophe after

mega natural or anthropogenic event

Threshold of economic sustainability

Redirected Indian Ocean tsunami, 2004 (?)

Threshold of political and public tolerance

Static Earthquakes: Sichuan 2008, Nepal 2015

Threshold of sustained political and public attention

In decline No significant major events

The potential catalysts for change

Page 51: Perspectives on Higher Education in DRR

Conclusions

Page 52: Perspectives on Higher Education in DRR

Basic concepts:hazard, vulnerability,

exposure, risk,impact, resilience, etc.

Hazardanalysis

Technical skills:telecomminications

computer, GIS, etc.Emergencyplanning

Emergencymanagement

Disastersociology andpsychology

Public informationmanagement

Recovery andreconstruction

planning

Methods ofrisk mitigation

Fieldexercises

Disaster and emergencymanagement training

Page 53: Perspectives on Higher Education in DRR

Broad professional training in emergency management

Professional experienceand training

Disciplinary training(e.g. bachelor's degree)

Commonculture

Commonlanguage

Commonobjectives

Page 54: Perspectives on Higher Education in DRR

Regulationof hazardousindustries(Séveso)

Consultancyservices

Businesscontinuity

management

Insurance:prediction

and actuarialwork

Emergencyplanning andmanagement

Humanitarianrelief and

development

Education andtraining in crisisand emergencymanagement

On-the-jobcivil protection

experience

Management,social science

and hazards studies

Page 55: Perspectives on Higher Education in DRR

Recognition andan institutionalrole for the

professional figure

Certificationof competence

Trainingprogrammes

Emergingprofessional

figure

Policies andlegislation

Research Experience

Organi-sation

Page 56: Perspectives on Higher Education in DRR

Academicknowledgeproducer

Simple phenomenon

Complex analysis

Beneficiary(knowledgeuser)

barrier oftechnicalcomplexity

Unsatisfactoryoutcome

Page 57: Perspectives on Higher Education in DRR

Write strongly.

Write simply.

Avoid jargon.

Reduce technical complexity.

Write to communicate.

Page 58: Perspectives on Higher Education in DRR

[email protected]/dealexanderemergency-planning.blogspot.com