{"id":50794,"date":"2020-01-21T12:32:26","date_gmt":"2020-01-21T20:32:26","guid":{"rendered":"https:\/\/world.edu\/?p=50794"},"modified":"2020-01-21T12:32:26","modified_gmt":"2020-01-21T20:32:26","slug":"bushfire-education-is-too-abstract-we-need-to-get-children-into-the-real-world","status":"publish","type":"post","link":"https:\/\/world.edu\/bushfire-education-is-too-abstract-we-need-to-get-children-into-the-real-world\/","title":{"rendered":"Bushfire education is too abstract. We need to get children into the real world"},"content":{"rendered":"<p><img fetchpriority=\"high\" decoding=\"async\" class=\"size-full wp-image-50795\" src=\"https:\/\/world.edu\/wp-content\/uploads\/2020\/01\/australia-fire-family.jpg\" alt=\"\" width=\"680\" height=\"425\" srcset=\"https:\/\/world.edu\/wp-content\/uploads\/2020\/01\/australia-fire-family.jpg 680w, https:\/\/world.edu\/wp-content\/uploads\/2020\/01\/australia-fire-family-250x156.jpg 250w\" sizes=\"(max-width: 680px) 100vw, 680px\" \/><\/p>\n<p>Children and young people have been deeply impacted by the current bushfire crisis. Schools have been destroyed and thousands of houses have burnt down. Hazardous air pollution is causing major public health concerns and the devastating impacts on animals and wildlife is leading to emotional distress.<\/p>\n<p>Many children \u2013 like 11-year-old Finn who\u00a0<a href=\"https:\/\/www.abc.net.au\/news\/2020-01-01\/victoria-bushfire-child-on-boat-in-mallacoota-allison-marion\/11835512\">drove a boat<\/a>\u00a0with his mother, brother and dog on board to safety \u2013 have been directly involved in the emergency response. Vast numbers of tourists have also been affected,\u00a0<a href=\"https:\/\/www.theguardian.com\/australia-news\/2020\/jan\/04\/trapped-by-bushfires-on-the-nsw-south-coast-my-young-family-saw-the-very-best-of-humanity\">many of them children<\/a>.<\/p>\n<p>This shows how essential it is for all children and young people, regardless of their geographic location in Australia, to have appropriate education about bushfire prevention, mitigation, preparedness and response.<\/p>\n<h4><strong>Recommended for 80 years<\/strong><\/h4>\n<p>The\u00a0<a href=\"https:\/\/digitised-collections.unimelb.edu.au\/bitstream\/handle\/11343\/21344\/112962_1939_Bushfires_Royal_Commission_Report.pdf?sequence=1&amp;isAllowed=y\">1939 report of the royal commission<\/a>\u00a0into the Victorian Black Friday bushfires noted:<\/p>\n<blockquote><p><em>probably the best means of prevention and protection is that of education, both of adults and children.<\/em><\/p><\/blockquote>\n<p>It recommended that all schools, in the city and country, make \u201cfire prevention a real part of the curriculum\u201d.<\/p>\n<p>Similar recommendations were later made by\u00a0<a href=\"http:\/\/search.slv.vic.gov.au\/primo-explore\/fulldisplay?vid=MAIN&amp;docid=SLV_VOYAGER74639&amp;context=L&amp;search_scope=Everything\">the Bushfire Review Committee<\/a>\u00a0following the 1983 Ash Wednesday fires and the 2004\u00a0<a href=\"https:\/\/catalogue.nla.gov.au\/Record\/3550298\">National Inquiry on Bushfire Mitigation and Management<\/a>.<\/p>\n<p>But despite this history, the\u00a0<a href=\"http:\/\/royalcommission.vic.gov.au\/finaldocuments\/volume-2\/PF\/VBRC_Vol2_Chapter01_PF.pdf\">final report of the 2009 royal commission<\/a>\u00a0into Victoria\u2019s Black Saturday fires noted those recommendations were never fully implemented. The commission handed down recommendation six, which attempted to rectify those past failures:<\/p>\n<blockquote><p><em>Victoria [should] lead an initiative of the Ministerial Council for Education, Early Childhood Development and Youth Affairs to ensure that the national curriculum incorporates the history of bushfire in Australia and that existing curriculum areas, such as geography, science and environmental studies include elements of bushfire education.<\/em><\/p><\/blockquote>\n<p>Following this, Victoria took the lead during consultations on the\u00a0<a href=\"https:\/\/docs.acara.edu.au\/resources\/Shape_of_the_Australian_Curriculum_Geography.pdf\">Australian Curriculum in 2012<\/a>. It\u00a0<a href=\"https:\/\/www.cfa.vic.gov.au\/documents\/20143\/202133\/royal_commission_implementation_plan.pdf\/fbe16664-6aad-985f-0964-b1b922b58384\">obtained agreement<\/a>\u00a0from other states to include elements of bushfire education in the curriculum.<\/p>\n<p>As a result,\u00a0<a href=\"https:\/\/www.australiancurriculum.edu.au\/Search\/?q=ACHASSK114\">year five geography<\/a>\u00a0in the Australian Curriculum now includes \u201cthe impact of bushfires or floods on environments and communities, and how people can respond\u201d. More specifically, this content includes:<\/p>\n<ul>\n<li>mapping the location, frequency and severity of bushfires or flooding in Australia<\/li>\n<li>explaining the impacts of fire on Australian vegetation and the significance of fire damage on communities<\/li>\n<li>researching how prevention, mitigation and preparedness minimise the harmful effects of bushfires or flooding.<\/li>\n<\/ul>\n<p>This content, or slight variations of it, is found in\u00a0<a href=\"https:\/\/educationstandards.nsw.edu.au\/wps\/portal\/nesa\/k-10\/understanding-the-curriculum\/curriculum-syllabuses-NSW\">all state and territory curricula<\/a>.<\/p>\n<p>The Australian Curriculum for\u00a0<a href=\"http:\/\/www.scootle.edu.au\/ec\/search?accContentId=ACSHE100\">year six<\/a>\u00a0science now includes \u201crecognising that science can inform choices about where people live and how they manage natural disasters\u201d, and science in\u00a0<a href=\"http:\/\/www.scootle.edu.au\/ec\/search?accContentId=ACSSU176\">year nine<\/a>\u00a0includes \u201cinvestigating how ecosystems change as a result of events such as bushfires, drought and flooding\u201d.<\/p>\n<p>However, the implementation and effectiveness of this curriculum has not been reviewed at a state, territory or national level since it was developed. Given the curriculum isn\u2019t always taught in the same way as it is written, we should not assume bushfire education is being delivered as intended, or that it is being delivered at all.<\/p>\n<h4><strong>What works best<\/strong><\/h4>\n<p>One problem with the Australian Curriculum content statements is that they are relatively abstract and detached from children\u2019s lived experiences.<\/p>\n<p>One of the authors\u00a0<a href=\"https:\/\/www.publish.csiro.au\/wf\/wf13153\">conducted interviews<\/a>\u00a0with children aged 8-12 to find out their knowledge of bushfire emergency responses. Children revealed many misconceptions about bushfire safety, which often came from a lack of knowledge about bushfire behaviour.<\/p>\n<div id=\"attachment_50796\" style=\"width: 690px\" class=\"wp-caption aligncenter\"><img decoding=\"async\" aria-describedby=\"caption-attachment-50796\" class=\"size-full wp-image-50796\" src=\"https:\/\/world.edu\/wp-content\/uploads\/2020\/01\/fireashsky.jpg\" alt=\"\" width=\"680\" height=\"453\" srcset=\"https:\/\/world.edu\/wp-content\/uploads\/2020\/01\/fireashsky.jpg 680w, https:\/\/world.edu\/wp-content\/uploads\/2020\/01\/fireashsky-250x167.jpg 250w\" sizes=\"(max-width: 680px) 100vw, 680px\" \/><p id=\"caption-attachment-50796\" class=\"wp-caption-text\">Australian curriculum content statements are abstract and removed from reality. LUKAS COCH\/AA<\/p><\/div>\n<p>For example, children often\u00a0<a href=\"https:\/\/emergingminds.com.au\/resources\/podcast\/disaster-preparedness-myths-and-programs-that-hold-promise\/\">assume bushfires only travel through direct flame contact<\/a>\u00a0and think a nonflammable physical barrier (such as a river, a road or a brick wall) will prevent a bushfire from reaching their property. But burning embers can\u00a0<a href=\"https:\/\/www.rfs.nsw.gov.au\/plan-and-prepare\/know-your-risk\">travel many kilometres<\/a>\u00a0ahead of the fire front and\u00a0<a href=\"https:\/\/theconversation.com\/how-a-bushfire-can-destroy-a-home-110795\">ember attack is a major cause of home ignitions<\/a>.<\/p>\n<p>Such\u00a0<a href=\"https:\/\/www.aidr.org.au\/media\/7379\/monograph-no5-extended-abstracts-final.pdf\">misconceptions are best addressed<\/a>\u00a0by making bushfire education more\u00a0<a href=\"https:\/\/hazards.colorado.edu\/news\/research-counts\/special-collection\/new-school-a-modern-approach-to-disaster-risk-reduction-and-resilience-education-for-children\">relevant<\/a>\u00a0to their own lives. Children need to explore and understand vulnerability to bushfire in their own communities as well as their capacity for reducing risk.<\/p>\n<p>Bushfire education in schools is also\u00a0<a href=\"https:\/\/www.bnhcrc.com.au\/sites\/default\/files\/managed\/downloads\/evaluation_of_survive_and_thrive_paper_final.pdf\">more effective<\/a>\u00a0when taught across the curriculum, rather than as isolated topics. One example is the bushfire education program at Victoria\u2019s\u00a0<a href=\"https:\/\/knowledge.aidr.org.au\/resources\/ajem-oct-2018-learning-to-love-where-we-live-again-strathewen-arthurs-creek-bushfire-education-partnership\/\">Strathewen Primary School<\/a>\u00a0for students in grades five and six. It incorporates science, art, civics and citizenship, design, English and geography.<\/p>\n<p>A\u00a0<a href=\"https:\/\/www.bnhcrc.com.au\/sites\/default\/files\/managed\/downloads\/evaluation_of_survive_and_thrive_paper_final.pdf\">recent evaluation<\/a>\u00a0of the program showed it\u00a0<a href=\"https:\/\/knowledge.aidr.org.au\/media\/7364\/lisal-obrien.pdf\">increased children\u2019s knowledge<\/a>\u00a0of local bushfire risks and the actions people can take to manage them. It also helped increase children\u2019s confidence for sharing their knowledge with others, gave them a sense of empowerment and reduced bushfire-related anxieties.<\/p>\n<p>The program\u2019s benefits extended to families, including increased bushfire planning at home with more participation from children in the process.<\/p>\n<p>Other\u00a0<a href=\"https:\/\/www.bnhcrc.com.au\/sites\/default\/files\/managed\/downloads\/evaluation_of_survive_and_thrive_paper_final.pdf\">research<\/a>\u00a0shows teachers can better develop curricula that is sensitive to local social, environmental and\u00a0<a href=\"http:\/\/atomawards.org\/2019-student-entry\/a-walk-through-strathewens-fire-history\/\">cultural contexts<\/a>\u00a0when they have technical support from emergency services. They also need access to local expertise in topics such as bushfire behaviour, emergency management planning, and\u00a0<a href=\"https:\/\/knowledge.aidr.org.au\/resources\/ajem-jan-2019-a-groundswell-of-caring-for-country\/\">Indigenous cultural burning<\/a>.<\/p>\n<p>Rather than another\u00a0<a href=\"https:\/\/johnmenadue.com\/michael-eburn-and-stephen-dovers-what-sort-of-inquiry-should-come-after-these-fires\/?fbclid=IwAR0vHshQuAXB1zzQSDAfPKm-gd3nsjHUX1YpCIegnKZGF3F0yS5_--NXTyU#more-34727\">royal commission<\/a>, Australia would benefit from an expert panel review of bushfire education. This would examine the best ways to enable teachers to deliver bushfire education that draws on local capacities for bushfire management including\u00a0<a href=\"https:\/\/www.firesticks.org.au\/\">Indigenous practices<\/a>; promotes children\u2019s participation in bushfire safety activities; and leverages\u00a0<a href=\"https:\/\/www.fs.fed.us\/nrs\/pubs\/jrnl\/2015\/nrs_2015_monroe_001.pdf\">community partnerships<\/a>\u00a0with schools.<\/p>\n<p>Students need to become life-long bushfire learners, rather than memorising content from 2020 which will go rapidly out of date in our changing climate.<\/p>\n<p><em><strong>Author Bios:<\/strong> Briony Towers is a Research Fellow, Centre for Urban Research at RMIT University, Annette Gough is a Professor of Science and Environmental Education also at RMIT University and Blanche Verlie is a Postdoctoral research fellow at the University of Sydney<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Children and young people have been deeply impacted by the current bushfire crisis. Schools have been destroyed and thousands of houses have burnt down. Hazardous air pollution is causing major public health concerns and the devastating impacts on animals and wildlife is leading to emotional distress. Many children \u2013 like 11-year-old Finn who\u00a0drove a boat\u00a0with [&hellip;]\n&hellip; <a href=\"https:\/\/world.edu\/bushfire-education-is-too-abstract-we-need-to-get-children-into-the-real-world\/\" class=\"more\">learn more&rarr;<\/a><\/p>","protected":false},"author":33,"featured_media":50795,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[128],"tags":[350675],"coauthors":[],"class_list":["post-50794","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-environment","tag-bush-fires"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.2 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Bushfire education is too abstract. 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Hazardous air pollution is causing major public health concerns and the devastating impacts on animals and wildlife is leading to emotional distress. Many children \u2013 like 11-year-old Finn who\u00a0drove a boat\u00a0with [&hellip;]\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:url\" content=\"https:\/\/world.edu\/bushfire-education-is-too-abstract-we-need-to-get-children-into-the-real-world\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:site_name\" content=\"World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"article:published_time\" content=\"2020-01-21T20:32:26+00:00\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:image\" content=\"https:\/\/world.edu\/wp-content\/uploads\/2020\/01\/australia-fire-family.jpg\" class=\"yoast-seo-meta-tag\" \/>\n\t<meta property=\"og:image:width\" content=\"680\" class=\"yoast-seo-meta-tag\" \/>\n\t<meta property=\"og:image:height\" content=\"425\" class=\"yoast-seo-meta-tag\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/jpeg\" class=\"yoast-seo-meta-tag\" \/>\n<meta name=\"author\" content=\"Kevin\" class=\"yoast-seo-meta-tag\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" class=\"yoast-seo-meta-tag\" \/>\n\t<meta name=\"twitter:data1\" content=\"Kevin\" class=\"yoast-seo-meta-tag\" \/>\n\t<meta name=\"twitter:label2\" content=\"Est. reading time\" class=\"yoast-seo-meta-tag\" \/>\n\t<meta name=\"twitter:data2\" content=\"5 minutes\" class=\"yoast-seo-meta-tag\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\\\/\\\/world.edu\\\/bushfire-education-is-too-abstract-we-need-to-get-children-into-the-real-world\\\/#article\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/world.edu\\\/bushfire-education-is-too-abstract-we-need-to-get-children-into-the-real-world\\\/\"},\"author\":{\"name\":\"Kevin\",\"@id\":\"https:\\\/\\\/world.edu\\\/#\\\/schema\\\/person\\\/42c1c1d5ff7ffbdf0bd50ed94c6ae6ee\"},\"headline\":\"Bushfire education is too abstract. 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Many children \u2013 like 11-year-old Finn who\u00a0drove a boat\u00a0with [&hellip;]","og_url":"https:\/\/world.edu\/bushfire-education-is-too-abstract-we-need-to-get-children-into-the-real-world\/","og_site_name":"World leading higher education information and services","article_published_time":"2020-01-21T20:32:26+00:00","og_image":[{"width":680,"height":425,"url":"https:\/\/world.edu\/wp-content\/uploads\/2020\/01\/australia-fire-family.jpg","type":"image\/jpeg"}],"author":"Kevin","twitter_misc":{"Written by":"Kevin","Est. reading time":"5 minutes"},"schema":{"@context":"https:\/\/schema.org","@graph":[{"@type":"Article","@id":"https:\/\/world.edu\/bushfire-education-is-too-abstract-we-need-to-get-children-into-the-real-world\/#article","isPartOf":{"@id":"https:\/\/world.edu\/bushfire-education-is-too-abstract-we-need-to-get-children-into-the-real-world\/"},"author":{"name":"Kevin","@id":"https:\/\/world.edu\/#\/schema\/person\/42c1c1d5ff7ffbdf0bd50ed94c6ae6ee"},"headline":"Bushfire education is too abstract. 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