Presentation Information
[1O22]Education and Settlement Intentions of Youth in Post-disaster Resettlement: A Case Study of Tacloban City, Philippines
*Kyoko Okamoto1 (1. Kobe University)
Keywords:
Post-disaster Resettlement,Post-disaster Educational Recovery,Settlement Intentions,Social Capital
In recent years, the increase in natural disasters associated with climate change has led to the expansion of post-disaster resettlement policies worldwide, relocating affected populations to safer areas. However, there remains room for discussion on how such policies should be designed, and few studies have examined the long-term conditions for educational environments and community settlement.
This study focuses on the resettlement policies implemented in Tacloban City, Philippines, which suffered devastating damage from Super Typhoon Haiyan in 2013. It aims to clarify the challenges related to education and settlement through the experiences of residents nearly ten years after relocation.
The research is based on fieldwork involving semi-structured interviews and participant observation. The study includes not only residents who were children or youth at the time of relocation, but also parents, teachers, and school staff. The analysis focuses on three main aspects: (1) the impact of resettlement on young people’s educational opportunities and learning environments; (2) the role of schools and teachers in providing support and adaptation; and (3) how relationships among families, schools, and communities have influenced livelihood reconstruction and residents’ sense of belonging to their new communities.
The distinctiveness of this study lies in adopting a long-term perspective, examining the situation a decade after relocation, and incorporating multiple viewpoints to shed light on both youths’ educational experiences and residents’ settlement intentions. While previous research has often concentrated on short-term challenges immediately after disasters, this study addresses the medium- to long-term impacts of post-disaster resettlement. It seeks to provide a foundation for reconsidering how the improvement of educational environments and support for community settlement can be effectively connected within resettlement policies. The findings are expected to contribute new insights to disaster recovery research and offer practical implications for disaster risk reduction and education policy in the era of climate change.
This study focuses on the resettlement policies implemented in Tacloban City, Philippines, which suffered devastating damage from Super Typhoon Haiyan in 2013. It aims to clarify the challenges related to education and settlement through the experiences of residents nearly ten years after relocation.
The research is based on fieldwork involving semi-structured interviews and participant observation. The study includes not only residents who were children or youth at the time of relocation, but also parents, teachers, and school staff. The analysis focuses on three main aspects: (1) the impact of resettlement on young people’s educational opportunities and learning environments; (2) the role of schools and teachers in providing support and adaptation; and (3) how relationships among families, schools, and communities have influenced livelihood reconstruction and residents’ sense of belonging to their new communities.
The distinctiveness of this study lies in adopting a long-term perspective, examining the situation a decade after relocation, and incorporating multiple viewpoints to shed light on both youths’ educational experiences and residents’ settlement intentions. While previous research has often concentrated on short-term challenges immediately after disasters, this study addresses the medium- to long-term impacts of post-disaster resettlement. It seeks to provide a foundation for reconsidering how the improvement of educational environments and support for community settlement can be effectively connected within resettlement policies. The findings are expected to contribute new insights to disaster recovery research and offer practical implications for disaster risk reduction and education policy in the era of climate change.
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