Identifier

etd-04262012-164053

Degree

Doctor of Philosophy (PhD)

Department

Educational Theory, Policy, and Practice

Document Type

Dissertation

Abstract

This retrospective study explores how each disaster site needs to be considered as its own individual portrait for analysis and how inclusion of cultural elements contributes to the recovery of those affected by the disaster and helps in reinstating their cultural identity. This study was conducted after hurricane Katrina’s landfall, at the largest FEMA trailer park, Renaissance Village, from its inception in October 2005 until its closure June 2008. It portrays how programs may ensure their sustainability if cultural elements are included in the program design, development, and delivery of services. The nuanced notions of culture are predominantly recognized in many realms such as curriculum theory, educational leadership, and especially in the social justice literature. Current post-disaster educational responses portray a predominant lack of, and dismissal of cultural values in educational responses to disasters. This is mainly due to time and funding constraints. This study presents a blue print for future post-disaster education programming, which promotes using local culture as the main driving force. This study contributes to the Emergency education field as well as culturally relevant pedagogy literature.

Date

2012

Document Availability at the Time of Submission

Release the entire work immediately for access worldwide.

Committee Chair

Sulentic Dowell, Margaret Mary

Included in

Education Commons

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