著者

寺崎 里水 中島 ゆり

出版者

法政大学キャリアデザイン学会

雑誌

生涯学習とキャリアデザイン = 生涯学習とキャリアデザイン (ISSN:13493051)

巻号頁・発行日

vol.14, no.1, pp.147-165, 2016-10

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This paper aims to figure out what problemswomen face at the time of disaster and whatissues school disaster prevention education in Japan has with a gender perspective. In the recent years, disaster risk has been increasing. Natural hazards frequently occurred such as earthquakes and volcanic eruptions, and human-induced environment destruction. In a time of such disasters, thevulnerable as women, sexual minorities, foreigners, children, the elderly, and the disabled are more easily and strongly exposedto risk. In Japan, after the Great Hanshin-Awaji Earthquake in 1995, many studies have pointed out the vulnerability of women(Aikawa 2006, Equal Net Sendai 2013, Masai2014, Okaniwa 2013, Takenobu & Akashi2012). This perspective of gender has been reflected in international and national governmentsʼ policies such as Hyogo Framework for Action, Sendai Framework for Disaster Risk Reduction, the Disaster Management Basic Plan, Basic Act on Disaster Control Measures, and the Second and Third Basic Plan for Gender Equality. These policies have introduced the concept of resilience. On the other hand, Okaniwa (2013) points out that local governments and communities, which are exact agents in disaster prevention and reconstruction, do necessarily neither share the perspective, plans, and information of women, nor run well systems introduced in the national policies. Okaniwaʼs study implies that suchgender perspective has not penetrated in educational fields even after the Great EastJapan Earthquake in 2011. We examine how Japanese government defines disaster prevention education in the Courses of Studyand find that their descriptions are relatedto safe behavior, the grain of nature, peopleʼs effort for disaster prevention, injury, and disciplinary training. Agents for revolution and the concept of resilience suggested in international and national policies are not found in the Courses of Study. In conclusion, we suggest the need ofdisaster "resilience" education with a genderperspective, while the current Courses ofStudy focus on disaster "prevention" education. There are three issues in school disaster resilience education. First, as disaster often has long-term consequences for victims, we need to seek new knowledge and skills to learn in addition to existing subject contents. Second, disaster resilience education needs citizenship education with a gender perspective in order to solve gender problems prominently appearing at the time of disaster. Third, tocultivate leaders for making disaster policies and running evacuation centers is the most significant issue. Especially women need leadership. Accordingly this attitude nurtures resilience. Students need to learn leadership, citizenship, and resilience from their own experience through workshops and so on.