Geography Reference
In-Depth Information
Chapter 11
Institutional Issues in Disaster Prevention
and Geography Education in Elementary
and Secondary Education in Japan
Koji Ishizuka
Abstract
This paper examines how disaster prevention is treated in elementary and
secondary education, as well as in geography education. Disaster countermeasures
should be taught in a comprehensive way, with other subjects, such as health and
physical education, and natural science associated with disaster education.
Countermeasure fundamentals should be instilled as solid scholastic skills within
related subjects, as outlined in the National Curriculum Standards. The greatest
contribution of geography education to disaster prevention is to encourage school-
children to explore their local area through fi eld surveys. Teacher training courses
can foster fi eldwork in classes, but it is important to expand learning opportunities
so that geography teachers can easily lead fi eld activities.
Keywords
Disaster prevention • Field survey • National Curriculum Standards •
School safety
11.1
Introduction
The Great East Japan Earthquake and Tsunami of March 11, 2011, which shook the
Japanese archipelago and caused an unprecedented amount of damage, marked a
change in Japanese lifestyles. The event was a clear indication that disaster educa-
tion is needed in schools. This idea has been presented to the government from
experts in the fi eld and the government is supporting efforts to improve disaster
countermeasures in schools. However, school resources are stretched because they
are confronted with many other problems such as violent behavior, bullying, and
absenteeism. Furthermore, although schools are places for education, they also
double as emergency evacuation shelters for the local community.
Disaster education in Japanese schools dates back more than half a century
( Shiroshita and Kawata
2007
). In 1947, the National Curriculum Standards for
