A critical pedagogy of risk: empowering children with knowledge and skills for DRR
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Briony Clare TOWERS RMIT University, Australia
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A critical pedagogy of risk: empowering children with knowledge and skills for DRR
- 1. A Critical Pedagogy of Risk Briony Towers, PhD Centre for Risk & Community Safety
- 2. 1. What do children know? 2. How do they know it?
- 3. paulo freire
- 5. dialogue: One cannot expect positive results from an educational program which fails to respect the particular view of the world held by the people.
- 6. conscientization: The process in which people achieve an awareness of the socio-cultural reality that shapes their lives and of their capacity to transform that reality.
- 7. praxis: The process of reflecting and acting on the world in order to transform it: reflection without action is merely „verbalism‟ and action without reflection is only „activism‟.
- 8. All education takes place in a socio-political context
- 9. “The mind is not a vessel that needs filling, but wood that needs igniting” - Plutarch (c. 46-120AD)
Notes de l'éditeur
- A few of years ago, I was living in Launceston, Tasmania writing my grounded theory dissertation on children’s knowledge of vulnerability to wildfires. I had interviewed about 140 children in south-eastern Australia about the conditions and processes and that contribute to bushfire hazards and disasters and the conditions and processes that mitigate or prevent them. I had then analysed the resulting 100 hours of video data, using grounded theory coding techniques and I had managed to put together a working model that represented the children’s articulated knowledge. Now, in grounded theory, the literature review is undertaken after the analysis, and the extant theory is used to further enrich the working model. So, it was only in the very late stages of my PhD that I immersed myself in the child development literature.