As the climate changes: Intergenerational action-based learning in relation to flood education

Williams, Sara; McEwen, Lindsey J.; Quinn, Nevil

Abstract

© 2017 Taylor & Francis Group, LLC. It is a concern that children represent an under-researched group in flood education and preparedness because as adults they are more likely to experience flooding as the climate changes, and because it suggests their potential today, as agents of change, is being undervalued. Using action-based, participatory methodology with seven to nine-year-old children, a creative and inclusive flood education resource was developed as a stimulus for learning. Evaluation revealed that young children can learn about flooding and preparedness, and that intergenerational learning from child to parent can also occur, with children transferring the messages learned in school to home. However, thematic analysis suggests key factors such as family relationships (empowerment of children) and the parents’ disconnection and dissociation from risk limit the success of intergenerational learning. The implications of these in relation to flood education, flood preparedness, and household resilience levels are explored.

• Journal Article Type: Article
• Acceptance Date: Oct 25, 2016
• Online Publication Date: Dec 14, 2016
• Publication Date: May 1, 2017
• Deposit Date: Jan 17, 2017
• Publicly Available Date: Jun 14, 2018
• Journal: Journal of Environmental Education
• Print ISSN: 0095-8964
• Electronic ISSN: 1940-1892
• Publisher: Taylor & Francis (Routledge)
• Peer Reviewed: Peer Reviewed
• Volume: 48
• Issue: 3
• Pages: 154-171
• DOI: https://doi.org/10.1080/00958964.2016.1256261
• Keywords: children, flood vulnerability, flood preparation, household resilience, flood education, intergenerational learning, participatory methods
• Public URL: https://uwe-repository.worktribe.com/output/888781
• Publisher URL: http://dx.doi.org/10.1080/00958964.2016.1256261
• Contract Date: Jan 17, 2017