a disaster recovery education program at...
TRANSCRIPT
A DISASTER RECOVERY EDUCATION PROGRAM AT POST-DISASTER PERIOD
IN ISHINOMAKI CITY
Aiko SAKURAI (Tohoku University)
Takeshi SATO (Tohoku University)
1
Tohoku Forum for Creativity: International Workshop on Implementing of Practical Disaster Risk Reduction on Nov. 7-8, 2014
2
Ishinomaki’s Population as of October 2011: 163,216
Epicenter
Ishinomaki City, Miyagi Prefecture
Summary of Damagesby the 2011 Earthquake
and Tsunami
3,167 deaths433 missing
Housing Damage 56,687 Inundation area
73 km2/556km2 (13%)Debris 4,456,000 ton
Temporary housing 7,122 units
(2014.3.31, Ishinomaki City)Miyagi Prefecture (Yellow)
Ishinomaki City (Orange)
門脇小
湊小
湊第二小渡波小
谷川小
雄勝小
船越小
大川小
相川小
吉浜小
10 schools （23.3％）out of 43 public elementary schools were destroyed (7) or submerged (3) by tsunami
Death and missing among school-aged children in Ishinomaki: 182（Total number in Miyagi Prefecture: 362) as of March 2012
Damaged school location map
3
Disaster Education Program in Ishinomaki-City in a Post-Disaster Period
• MEXT’s Comprehensive Support Project on Implementing Practical Disaster Education (e.g. Introduction of earthquake early warning system at school and disaster education program based on EEW)
• Production of disaster education sub-reading textbook and development of teaching guide
• Establishing Council on Promoting School Disaster Preparednesso Production of Disaster Records at Schoolso Formulation of Basic Principles on Disaster Educationo Review of school disaster manualo Establishment of School-Community disaster liaison committee o Expansion of disaster/reconstruction mapping program
4
August 2011Miyagi Prefecture Disaster Recovery Advisory Board “Recommendations for
Education Recovery from the Great East Japan Earthquake”
Since School Year 2012Miyagi Prefecture Board of Education assigned Chief Disaster Education Teacher per municipality and Disaster Education Teacher at each school
Ishinomaki-City Board of Education
5(Kazuma Elementary School, 2012)
Application of Town-Watching and Map-Making to a Post-Disaster Education Program
• Town-watching as experiential learning program, in which disaster education could:
• Why at Kazuma Elementary School?
6
i) go beyond the textbooks;ii) become a practical training; iii) be designed in a local context
• The school district damaged by tsunami but the school was re-opened at the same place on April 21, 2011
• The school wanted to start something positive to overcome the disaster experience
About Kazuma Elementary School in Ishinomaki-City
7
8
About Kazuma Elementary School in Ishinomaki-City
Location
• Located in the alluvial plain about 4km east of the city center • 1km away from the coastline• The surrounding areas originally held paddy fields and villages at the top of
multiple beach ridges, and the lowlands between the ridges were used for rice fields
• The school was established in 1986 with urbanization of the area since 1970s
Damages by the 2011 Tsunami
• The whole school district was flooded• Southern side of the school district got more damaged than Northern side
• Most of the flooded buildings were demolished. School was flooded about 10 cm above the floor
• 4 children was lost• In the 2012 school year, the School had 14 classes, including 2 special
needs classes, and 356 students in total. Almost 20% of students number were decreased compared to ones before the tsunami
• 80 children lived outside of the school district and 34 lived at temporary housing at the beginning of 2012, and many of them commuted by car
9
School
Port of Ishinomaki
Purpose of the Program
1. To make the children face their experiences of the disaster through walking around the school district where the reconstruction and recovery process is currently underway;
2. To give them a chance to be involved proactively in a process of reconstruction as a member of the community;
3. To keep records of the reconstruction process of the school district by children as a “map” of the community’s ongoing reconstruction activities as well as for the school’s educational program;
4. To share the records with other Japanese and the rest of the world for future disaster prevention.
10
Overview of Reconstruction Mapping Program
11
Consulted with an educational clinical psychologist to avoid exposing children to mental stress from the program
A Partnership formed among Ishinomaki City Education Board, Kazuma Elementary School (including teachers and parents), Save the Children Japan (in 2012), and University Researchers
University students’ volunteer and parents participated in town-watching for safety of children.
Learners
Fourth grade students (79 in 2012 and 53 in 2013 and 2014)
Subject
Hours
Starting Year
Periods for integrated studies (a teaching plan developed)
About 25 hours in 2012 and 45 hours in 2013
April in 2012
Currently the 3rd year implementation underway
Special Features
12
Organization of the Program
Orientation
Town Watching
Organization of Information
Ask Questions to Household Member
Creation of Reconstruction Map
Presentation
Wrap-up
Pre-Questionnaire
Post-Questionnaire
Feedback Sheet
Interview Sheet
Feedback Sheet
6
2
16
15
5
2
Class hours
DataActivities
Town Watching
Organization of Information
2
2
• Whole school district divided into 12 areas
• 53 children divided into 12 groups and take charge in one area
• Each group creates a map of the area in charge
• Presentations delivered 4 times to the fourth grade, the community, the third grade and the fifth grade
13
Map Title
Residential Maps
Information Cards
Interview Cards
Individual Cards
(Kazuma Elementary School, 2012)
14
Findings from the Program Implementation
1. Children highly evaluated their own performance after the 2012 Program implementation.
0 01
0 01
0
5
19
24
16
0
5
10
15
20
25
30Self-evaluation of own performance at the Mapping Program
N=53(Kazuma Elementary School, 2012)
15
Findings from the Program Implementation
2. 70% of Children felt that they could learn about their community and progress of its’ recovery. In addition, 23% of children wanted to be a part of reconstruction.
I could get to
know more about
Kazuma, 44, 35%
I could know the
current
reconstruction
situation of
Kazuma, 43, 35%
I felt like
cooperate more in
reconstruction of
Kazuma, 28, 23%
I felt proud of
being a child living
in Kazuma, 9, 7%
How did you feel after the Program?
(Sakurai, 2012)
3. Children could observe their community’s reconstruction progressing and started to understand their community not only by buildings and places but also by the people living there.
Ｑ２ Reason that I like Kazuma District in 2012
Preliminary Survey（Ｎ＝53）
Worksheet after the 1st Walking（Ｎ＝49）
Multiple
There are many houses, parks and shops 14 12
a cheerful, enjoyable, and busy town 11 5Reconstruction is progressing 0 4
Exchanging greetings among the people 2 5
Beautiful and clean 0 3Others 4 5
There are many compassionate people here 0 9
large in area 2 2Many friends here 6 2
Full of smiles in a town 2 0
Living here 3 0N.A. 3 0Nothing 0 2
Major Findings from the Program Implementation
16
(Sakurai, 2012)
17
32
23
18
14
14
13
12
9
4
I felt that I could commit myself to
reconstruction
It was good to listen to the 311 disaster and its
reconstruction with the community people
I felt that I could do more for Kazuma when I am
grown-up
I felt more caring about Kazuma
I felt that I was proud of living in Kazuma
I got scared by remembering the earthquake and
tsunami
I felt that I wanted to stay living in Kazuma
I wanted the community's adults to work harder
for reconstuction
I felt that I would like to talk more about
reconstruction with the community people
0 5 10 15 20 25 30 35
How did you feel after listening to the community's people
about the 311 disaster?（N=50, multiple answers）
Major Findings from the Program Implementation
4. Through interview with the community, children felt more committed to its reconstruction. They care about their community.
(Sakurai, 2012)
Major Findings from the Program Implementation
5. Progress of the community’s recovery was recorded by children. Less RED and more BLUE & GOLD were found in 2013.
18
Blue, 26,
11%
Green,
31, 13%
Yellow, 41,
18%
Orange
, 39, 17%
Red, 60,
26%
Glod, 35,
15%
2012 Map
(N=232)
Blue, 27,
18%
Green
19, 12%
Yellow,
23, 15%Orange,
18, 12%
Red, 31,
20%
Gold, 36,
23%
2013 Map
(N=154)
【2012】 【2013】
(Sakurai, 2012)
Map CodingCode/color Description
(ア)/blue A place/thing newly built after the tsunami that did notexist before
(イ)/green A place/thing that had existed before 3/11 and wasdamaged by the tsunami but fixed already
(ウ)/yellow A place/thing that is currently under construction or underrepair
(エ)/orangeA place/thing in preparation for reconstruction (a vacantlot that has been cleared of rubble is the start ofreconstruction)
(オ)/red A place/thing that children think of as dangerous or thatinduces anxiety
(カ)/gold Others, including a place/thing that children think is fun,beautiful, and proud of
Classification of Discovery Points
19
Achievements
• The Reconstruction Mapping Program confirmed that it could help children to cope with the devastation of their community and to face the reality through proactive manner when the program was carefully designed to consider the children’s mental recovery.
• The Reconstruction Mapping Program also allowed the children to keep the records of reconstruction in the school community.
• Children became more caring about their community
• Children became more motivated to think about the future of their community.
20
Challenges
21
• How to improve children’s findings (e.g. dangerous places) by helping them to feel more self-fulfillment socially
• How to keep records of changes in the school district by year and utilize them as educational materials for future
• How to make the Program sustainable for school teachers to continue without feeling any burden
• How to disseminate and expand the Program to other schools and other affected areas by reflecting local situation
Diversified Mapping Program in a Local Context
22
Minato Elementary School：Re-opened in 2014. Merged with Minato No.2 School. Residential recovery is slow. Good collaboration between school and community. Currently working for disaster map program by the fourth grade students by checking evacuation routes and evacuation place near the school.
Watanoha Elementary School: Re-opened in 2014. Strong Watanoha identity. The center is moving from the coastal zone to inland zone after the 2011 tsunami. Many reconstruction public housings are under construction inland. Currently conducting Watanoha Map program by the third grade students to learn about Watanoha history.
