Education and resilience capacity: case study of Malaga city

• Autores: Carlos De Las Heras, Patricia Iglesias Sánchez
• Localización: Marketing y comunicación en ética empresarial. XXIX edición del Congreso EBEN España: libro de actas / coord. por Abel Monfort, Susana Fernández Lores, 2022, ISBN 9788418944796
• Idioma: inglés
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• Resumen

  • The EU and the western societies are accustomed to thinking of national security threats as being event driven, an attack. It is undeniable that climate change phenomenon is the underlying factor that can turn a natural hazard into a natural disaster. States must be prepared to respond to these events appropriately and effectively, planning measures for disaster prevention and mitigation through the creation and teaching of risk reduction policies. This research is focused on the city of Malaga which has been identified, according to the United of Nation Institute for Disaster and Risk reduction (UNISDR, 2018), as one of the cities presenting greatest vulnerability to climate change. This study aims to analyze how Malaga challenges this situation and in which direction it wants to proceed. A qualitative method has been used to obtain information from twelve experts in several related fields. The findings show that Malaga has great and professional tools to be among the top European cities in terms of education for sustainability, resilience and climate change mitigation Education is fundamental in Disaster Risk Reduction. Arnoldi (2009) describes risk as social construction and points those values that’s shape people’s perception is not so much subjective. That is, they are cultural, and therefore can be educated. Several cities prioritized training for community leaders and volunteers, particularly those who are members of city or community-level disaster management committees or response teams, thus contributing to an effective decentralized disaster response. The longterm goal of integrating disaster risk reduction (DRR) education into curricula is to produce a risk-literate community that demonstrates responsibility for effective reactions to natural hazards (Richard and McGarrity, 1994). Furthermore, introducing students to DRR at young ages can help them to integrate these skills into their daily lives, providing more long-term benefits than when they are acquired in older ages. In summary, integrating DRR education into schools and colleges is a key factor to building more sustainable and disaster-resilient communities because it can improve hazard awareness and disaster prevention skills Malaga city in 2018 joined the Mayors agreement for Climate and sustainable energy, an initiative of the European Commission.

    The supranational entity is working on a plan of actions to coordinate the fight against climate change in the province that requires the involvement of all administrations and the participation of citizens. The city hopes that this proposal of environmental education is of interest to the educational community. The analysis of the data is based mainly on interviews transcripts with the support on the software for qualitative analysis Atlas.ti. This IT tool has been useful for an understanding the main topics in Disaster Risk Reduction. First, the challenges are identified through interviews, storing and coding them. The codification is made according to the following procedure: these topics are linked with tag (word or sentences) that described the essence of that specific question according to inductive analysis basis on transcript of interviews and the deductive analysis, that means the most relevant topics in preview literature are the support of this proposal. Tags codes didn’t find in most cases were then eliminated in order to pay attention only in the most significant codes and that would allow for better comparison of cas¬es. As result of this process, connection points between main issues have found and, it is precisely on their principles in which the terms have been grouped and, even re-coded with new label that answered better to the core theme (Deslautiers, 1991). As result of this process, the data structure with aggregate dimension describing the underlying categories are included and there is the basis for the main practical implications