Citation

Baytiyeh H. Educ. Urban Soc. 2018; 50(3): 230-245.

Copyright

(Copyright © 2018, SAGE Publishing)

DOI

10.1177/0013124517713111

PMID

unavailable

Abstract

The impacts of recurring disasters on vulnerable urban societies have been tragic in terms of destruction and fatalities. However, disaster risk education that promotes risk mitigation and disaster preparedness has been shown to be effective in minimizing the impacts of recurring disasters on urban societies. Although the recent integration of disaster risk reduction (DRR) into school curricula in developing countries has improved public awareness about hazards and potential disaster risks, its effectiveness in reducing the impacts of future disasters remains uncertain. This article stresses the potential role of disaster prevention education and argues that, even after substantial effort, significant financial, cultural, and technical barriers remain to integrating DRR into school curricula. This critique provides detailed examples that shed light on both the achievements and the challenges that hinder the integration of disaster risk education into school curricula, focusing on the case study of DRR education in Lebanon.

Language: en