‘Resurrection’ of a flood action group through co-learning
Bibliographic Data
| ID | 22026522 |
|---|---|
| Authors | Kaori Kitagawa (0000-0003-0574-6920, British Thoracic Society, corresponding author) |
| Year | 2025 |
| Volume | 128 |
| Pages | 105755 |
| Publication date | 2025-10-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Disaster Risk Reduction (JOURNAL) |
| Journal identifiers | ISSN: 2212-4209 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.ijdrr.2025.105755 |
| OpenAlex | W4413194140 |
| Language | EN |
| References cited | 33 |
This paper examines the ‘resurrection’ of a flood action group following a decade of inactivity, through a ‘co-learning’ lens. Flood action groups play a crucial role in UK flood risk management, yet many struggle to maintain activity, particularly without sustained external funding. This is, in fact, a common challenge in community-based DRR worldwide. While DRR research often prioritises high-impact/low-frequency hazards, ‘small-scale disasters’ are increasingly recognised as equally significant. Selforganisation is often essential for sustainable DRR in resource-constrained contexts. The paper develops a preliminary co-learning framework to analyse the flood action group's revival. While ‘co-learning’ and ‘co-creation’ are widely used in DRR research, the conceptual interrogation of the terms remains underdeveloped. After clarifying the relationship between these concepts, the paper identifies five key characteristics of colearning from the existing literature in the field of education as follows: solidarity, equal power balance, reciprocal learning, new knowledge creation, collective action for social change. These are then applied as a tentative framework in analysing the case. The paper concludes by reflecting on the framework’s limitations but also exploring its potential to advance co-learning research in DRR
Archaeology · Flood myth · Geography · Chemistry · Engineering · Higher Education Learning Practices · Higher Education Practises and Engagement · Innovative Education and Learning Practices · Psychology
Cooperative Learning
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Co-production of risk knowledge and improvement of risk communication
Co-creating solutions for Disaster Risk Reduction in multi-country research projects – Opportunities and Challenges
DisCoord
The Risk-Tandem Framework
Inclusivity through co-creation
Disaster Education
Proactive co‐learning
Preparing for disaster
Relating root causes to local risk conditions
Co-learning
Transformative pedagogy for inclusion and social justice through translanguaging, co-learning, and transpositioning
Community response in disasters
Disaster preparedness, adaptive politics and lifelong learning
The continuity principle
Co-learning approaches to talking and thinking about “peecycling
Using thematic analysis in psychology
Anticipatory Learning for Climate Change Adaptation and Resilience
| Highly cited | No |
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