School-based bushfire education: advancing teaching and learning for risk reduction and resilience

In response to Recommendation 6 of the 2009 Victorian Bushfires Royal Commission, the topic of bushfire has been incorporated into the Australian school curriculum. To support the implementation of this new curriculum content, fire agencies and education authorities have invested in a range of bushfire education programs and resources. Research in the field of school-based bushfire education has also intensified. Drawing on key findings from a suite of recent Australian studies, this paper outlines two key elements of effective school-based bushfire education that have the potential to advance teaching and learning for risk reduction and resilience. The first is a holistic risk framework that builds children’s conceptual understanding of bushfire risk as a socioenvironmental phenomenon that derives from the interaction a physical hazard, the vulnerability of exposed people and assets, and the capacities people possess for disaster risk reduction. The second is a place-based pedagogy of bushfire risk, which grounds teaching and learning in the socioenvironmental contexts of children’s lives.  The paper concludes with some key recommendations for the continued development of good practice in this emergent field.