TY - JOUR
T1 - Teaching to the nth
T2 - Narrative knowledge and the relational model of risk communication
AU - Lejano, Raul P.
AU - Casas, Eulito V.
AU - Pormon, Miah Maye M.
AU - Yanger, Mary Jean
N1 - Funding Information:
This research was supported by the World Bank Global Facility for Disaster Reduction and Recovery (Contract 7177210 ), and the authors thank Amal Ali and Emma Katrine Phillips, program directors, for their guidance and support.
Publisher Copyright:
© 2020 Elsevier Ltd
PY - 2020/11
Y1 - 2020/11
N2 - All too often, warnings and evacuation advisories during extreme weather events go unheeded. Of the many issues facing risk communication, three stand out, in particular. The first concerns the problem that risk messages often do not seem self-relevant to the public. The second, related, issue is that the language is often seen as merely technical and perfunctory. The third is that, especially among marginalized population groups, too many are not reached by risk communication. The paper takes up a relational model of risk communication that seeks to frame messages as narratives each member can transmit. This model, where residents act as local expert risk communicators, has been translated into lessons for primary curricula. The idea is that students themselves can bring knowledge into homes and neighborhoods, reaching even the most excluded. The model involves democratizing risk communication, where students become teachers, and they help others become teachers as well (“teaching to the nth”). We implement the model in a primary school in Leyte province, Philippines. Initial results are encouraging, and the paper concludes with further discussion of the broader applications of the relational model for disaster risk reduction.
AB - All too often, warnings and evacuation advisories during extreme weather events go unheeded. Of the many issues facing risk communication, three stand out, in particular. The first concerns the problem that risk messages often do not seem self-relevant to the public. The second, related, issue is that the language is often seen as merely technical and perfunctory. The third is that, especially among marginalized population groups, too many are not reached by risk communication. The paper takes up a relational model of risk communication that seeks to frame messages as narratives each member can transmit. This model, where residents act as local expert risk communicators, has been translated into lessons for primary curricula. The idea is that students themselves can bring knowledge into homes and neighborhoods, reaching even the most excluded. The model involves democratizing risk communication, where students become teachers, and they help others become teachers as well (“teaching to the nth”). We implement the model in a primary school in Leyte province, Philippines. Initial results are encouraging, and the paper concludes with further discussion of the broader applications of the relational model for disaster risk reduction.
KW - Extreme weather
KW - Relational model
KW - Risk communication
KW - Teaching to the nth
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U2 - 10.1016/j.ijdrr.2020.101720
DO - 10.1016/j.ijdrr.2020.101720
M3 - Article
AN - SCOPUS:85086677225
SN - 2212-4209
VL - 50
JO - International Journal of Disaster Risk Reduction
JF - International Journal of Disaster Risk Reduction
M1 - 101720
ER -