One of the principal aims of a PhD should be originality, either in thought, method of research or results. I have been thinking about this and have tried to pinpoint what my research aims for:
1. Hazard Education will be examined and critiqued alongside different approaches to hazard vulnerability. Although not necessarily ‘original’ this will provide the basis and arguments into why geohazard eductaion has had limited success in the past. For example, taking a ‘dominant’ approach, which is often technocratic, bureacratic and top down in its appraoch, thereby marginalizing the people it is supposed to be helping.
2. Via research, interviews and workshops I hope to pinpoint ways in which future geohazard education projects can be more successful at educationg at risk and vulnerable communities. The overall aim of this is to help vulnerable communities percieve the hazards that they face and take measures to minimise their vulnerablity.
3. Once this information has been collected and carefully analysed, I aim to produce a portable package of materials and guidelines on community based geohazard education that can be used by NGO’s and INGO’s working in high risk areas to effectively involve communities in their own vulnerability reduction projects.
4. The final stage of the research will be to implement the use of the package in two different projects, addressing different hazard needs, possibly in Nepal and Indonesia. Through ongoing monitoring evaluation I should be able to see how affective the guidelines and materials are. It is important that I act as an initial facillitator to education programmes and then step back and let community groups and local educators or community workers evaluate their own risks and vulnerabilities and are then guided on how to be prepared and to reduce the risks to heir community.
1. Hazard Education will be examined and critiqued alongside different approaches to hazard vulnerability. Although not necessarily ‘original’ this will provide the basis and arguments into why geohazard eductaion has had limited success in the past. For example, taking a ‘dominant’ approach, which is often technocratic, bureacratic and top down in its appraoch, thereby marginalizing the people it is supposed to be helping.
2. Via research, interviews and workshops I hope to pinpoint ways in which future geohazard education projects can be more successful at educationg at risk and vulnerable communities. The overall aim of this is to help vulnerable communities percieve the hazards that they face and take measures to minimise their vulnerablity.
3. Once this information has been collected and carefully analysed, I aim to produce a portable package of materials and guidelines on community based geohazard education that can be used by NGO’s and INGO’s working in high risk areas to effectively involve communities in their own vulnerability reduction projects.
4. The final stage of the research will be to implement the use of the package in two different projects, addressing different hazard needs, possibly in Nepal and Indonesia. Through ongoing monitoring evaluation I should be able to see how affective the guidelines and materials are. It is important that I act as an initial facillitator to education programmes and then step back and let community groups and local educators or community workers evaluate their own risks and vulnerabilities and are then guided on how to be prepared and to reduce the risks to heir community.
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