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Forino, G., Meding, J. and Brewer, G.J. (2015) A Hybrid Governance Framework for Climate Change Adaptation (CCA) and Disaster Risk Reduction (DRR) in Australia. In: Perera, S., Gajendran, T. and Revez, A., Eds., Proceedings ANDROID Residential Doctoral School: 5th International Conference on Building Resilience, University of Newcastle, Newcastle, 152-164.

has been cited by the following article:

• TITLE: Disaster Risk Reduction (DRR) Education from Social Disciplinary Theoretical Perspectives

  AUTHORS: Yagya Raj Pant

  KEYWORDS: Sociology of Disaster, Social Vulnerability, Disaster Governance, Education Governance, Disaster Risk Reduction (DRR) Education, Pluri-Scalar Education Governance

  JOURNAL NAME: Open Journal of Earthquake Research, Vol.13 No.1, February 9, 2024

  ABSTRACT: Disaster is a social phenomenon. The occurrence and impacts of disasters including the education sector can be studied through a social problem lens. This paper draws meaning and understanding of DRR education using the sociological disciplinary framework in a detailed qualitative case study of three schools as they responded to the devastating Gorakha earthquake in 2015 and other disasters in Nepal. This paper considers the three sub-disciplines of sociology: the sociology of disaster, the sociology of education and the sociology of education governance in a development context. These sub-disciplines are nested together to analyse social, political and historical factors and their relationships which are helpful to identify risks and vulnerabilities in the education sector in Nepal. These are the major areas to explore the disaster context and needs of context-specific education acts (hereafter DRR education) to minimise the potential risks of disasters. The article concludes that the social disciplinary framework is significantly useful to analyse DRR education provisions and implications of education governance to mobilise school in disaster preparedness, response and recovery.