Children’s knowledge of bushfire emergency response
Briony Towers
+ Author Affiliations
- Author Affiliations
Geospatial and Mathematical Sciences, SET Portfolio, RMIT, GPO Box 2476V, Melbourne, Vic. 3001, Australia. Email: briony.towers@rmit.edu.au
International Journal of Wildland Fire 24(2) 179-189 https://doi.org/10.1071/WF13153
Submitted: 11 September 2013 Accepted: 5 January 2015 Published: 10 March 2015
Abstract
In the aftermath of the Black Saturday bushfire disaster, the Victorian Bushfires Royal Commission recommended that bushfire education be made a formal part of the Australian national curriculum. Crucially, the success of any hazards education program depends on the degree to which the learner’s existing knowledge and experience is accommodated in the education process. Yet accommodating children’s knowledge in bushfire education is hampered by a lack of research on how children conceptualise bushfire hazards. To address this gap, this paper presents a detailed qualitative analysis of children’s knowledge of bushfire hazards with a specific focus on emergency response. Across four bushfire-prone locations in south-eastern Australia, 26 focus group interviews were conducted with 87 children aged between 8 and 12 years. To better understand the construction of children’s knowledge, individual interviews were also conducted with 37 parents. Through their engagement in the research process, children demonstrated a capacity for engaging in serious discussions about bushfire hazards and although their knowledge was often characterised by gaps and misconceptions, they also demonstrated a capacity for understanding the fundamental principles of emergency response, particularly when they had been involved in bushfire planning within their household.
Additional keywords: emergency management, hazards education, wildfire.
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