Towards a liberatory pedagogy of disaster risk reduction among built environment educators

Purpose

This paper aims to enhance the understanding of what is being taught – and how – to future built environment (BE) professionals in higher education (HE) BE curricular in the context of disaster risk reduction (DRR).

Design/methodology/approach

Reflecting on the results of an extensive survey carried out among 21 BE educators representing 14 countries, the pedagogies used to educate tomorrow’s BE professionals about DRR-related subjects are explored.

Findings

The vast majority of HE training for the future BE professionals focuses on hazards as a “problem” posed by nature – something that can be “solved” through a technical solution. Little reflection is required as to the social implications of DRR “solutions”, and knowledge too often remains analytical and distant from any sort of lived experience. Whilst many DRR-related subjects introduce the ideas of human-centric DRR, there is still a disconnection between technical engineering subjects and broader social science subjects. This is a missed opportunity for students acquiring technical knowledge to reflect on and engage with a wider societal context.

Originality/value

The paper draws on the liberative pedagogies of Paulo Freire, bell hooks and others to engage BE educators in collectively drawing on philosophies and practices that emphasise holistic ways of knowing and learning and encourage the broader consideration of non-technical ideas. This kind of DRR pedagogy is required if the society is to collectively strive for a BE that enhances equity and well-being, while avoiding the creation of risk through development and redevelopment.