Pedagogies of Disasters

Globally, the majority of higher education training that is somehow related to disasters risks, focuses on hazards as a “problem” posed by nature – something that can be “solved” through a technical solution. Little reflection is required as to the social implications of Disaster Risk Reduction (DRR) “solutions”, and knowledge too often remains analytical and distant from any sort of lived experience. Whilst many DRR-related subjects introduce the ideas of human-centric DRR, there is still a disconnection between technical engineering subjects and broader social science subjects. This is a missed opportunity for students acquiring technical knowledge to reflect on and engage with a wider societal context. The aim of this PhD project is to enhance the understanding of what is being taught – and how – in higher education curricular in the context of DRR, and to explore how to engage with a kind of pedagogy that would enhance equity and well-being, while avoiding the creation of risk through development and redevelopment. It is expected that the research would draw on the liberative pedagogies of Paulo Freire, bell hooks and others, to engage educators in collectively drawing on philosophies and practices that emphasise holistic ways of knowing and learning and encourage the broader consideration of non-technical ideas. 94% of Loughborough’s research impact is rated world-leading or internationally excellent. REF 2021

The standard University IELTS English language requirement is 6.5 overall with 6.0 in each individual element (reading, writing, listening and speaking).

International students: £29,500

UK students: £5,238

October 2026, February 2027, July 2027

31 December 2026

• Loughborough, United Kingdom