Reimagining Schools Through a Post-Disaster Lens

Description du projet

Le rôle des écoles dans la réponse aux catastrophes

Il existe un manque de données scientifiques concernant le rôle des écoles dans les situations d’après-catastrophe en Europe. Le projet RESADL, financé par le CER, vise à examiner les différents rôles que les écoles peuvent jouer en réponse aux catastrophes, y compris les rôles qui sont acceptés ou refusés, tout en envisageant l’avenir des écoles. Cette étude sera menée dans des établissements scolaires en Espagne et en Allemagne (inondations de 2024), en Slovénie et en Grèce (inondations de 2023), ainsi qu’en Turquie et en Croatie (séismes de 2023 et 2020). Une approche comparative des études de cas aidera les chercheurs à concevoir un nouveau cadre conceptuel pour éclairer les rôles des écoles dans les contextes de post-catastrophe. Le projet produira également un document d’orientation et un guide pratique pour les écoles en tant qu’infrastructures essentielles à la résilience des communautés.

Objectif

Reimagining Schools through a Post-Disaster Lens (RESADL) will take the lead in affirming the field of educational research on disasters in Europe. It will fill a major lacuna in empirical research on education and disasters: the lack of a holistic perspective on school roles in post-disaster settings, and the conditions shaping them. Its overarching questions are: What school roles are suspended, enacted, contested and imagined in post-disaster settings, and what accounts for their convergences or divergences across multiple post-disaster sites in Europe? This capacious focus illuminates which school roles are practised, and which muted or resisted in the wake of disasters. Equally, it opens the possibility of reimagining schools for the future. Research will be carried out in 12 case study schools located in six countries that have been severely affected by disasters in the recent past: Spain and Germany by floods in 2024, Slovenia and Greece by floods in 2023, and Turkey and Croatia by earthquakes in 2023 and 2020. The project will widen the methodological scope of educational research related to disasters by using both conventional and participatory methods with diverse research participants. Based on a comparative, case-study approach rooted in an ‘ethics of care’, RESADL will make theoretical advances by producing a new conceptual framework of school roles and theorizing the puzzle of their convergences and divergences in post-disaster settings. This framework will encapsulate multiple, interconnected levels of analysis—from the individual to the organizational, as well as broader social, political and economic contexts, with attention to historical specificities. While RESADL’s main output will be academic, in a spirit of reciprocity, its legacy will include a policy brief and a school self-evaluation guide for advancing post-disaster school resilience.