Returning to Education After the Earthquake in the Perspective of Teachers in Provinces Declared as Disaster Areas: Problems and Solution Suggestions

Yıl 2024, Cilt: 14 Sayı: 1, 60 - 78, 29.04.2024

Mustafa Erol , Fatih Özdemir

https://doi.org/10.19126/suje.1344573

Öz

This research aims to reveal the problems experienced in returning to education after the earthquake in the provinces declared disaster areas and the solutions for the problems. For this purpose, the research was carried out within the scope of phenomenology, one of the qualitative research designs. The research group consisted of nine teachers working in Kahramanmaraş, Gaziantep, Hatay, Malatya and Adıyaman provinces of Türkiye. The sample of the research was determined according to the maximum diversity of purposeful sampling types. Data in the research were collected online with a semi-structured interview protocol. Content analysis technique was used in the analysis of the obtained data. The research findings are grouped under three themes: problems experienced, solutions produced, and suggestions. While the problems experienced by the teachers were examined under the titles of not being able to meet basic needs and being anxious, the problems experienced by the students were examined under the titles of transportation and absenteeism. The solutions produced were examined under the headings of establishing one-to-one communication with students, organizing activities for harmony and bonding, and providing academic support to ensure equality of opportunity.

Anahtar Kelimeler

Earthquake, Education After Earthquake, Teacher Opinions

Kaynakça

• Akpolat, Y., Kaya, G., Çalışkan, A., & Karaağaç, Ş. (2021). İzmir deprem afetinden etkilenenler üzerine sosyolojik bir araştırma: depremle ilgili toplumsal bilincin analizi [A sociological research on those affected by the Izmir earthquake disaster: analysis of social consciousness about the earthquake]. Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 23(2), 723-753. https://doi.org/10.16953/deusosbil.841864
• Aksa, F. I., Utaya, S., Bachri, S., & Handoyo, B. (2020). The role of knowledge and fatalism in college students related to the earthquake-risk perception. Jàmbá: Journal of Disaster Risk Studies, 12(1), 1-6. https://doi.org/10.4102/jamba.v12i1.954
• Arcaya, M., Raker, E. J., & Waters, M. C. (2020). The social consequences of disasters: Individual and community change. Annual Review of Sociology, 46(1), 671-691. https://doi.org/10.1146/annurev-soc-121919-054827
• Aydın, F., & Coşkun, M. (2010). Observation of the students’ “earthquake” perceptions by means of phenomenographic analysis (Primary education 7th grade-Turkey). International Journal of the Physical Sciences, 5(8), 1324-1330. https://doi.org/10.5897/IJPS.9000403
• Baytiyeh, H. (2018). Online learning during post-earthquake school closures. Disaster Prevention and Management: An International Journal, 27(2), 215-227. https://doi.org/10.1108/DPM-07-2017-0173
• Bensalah, K. (2002). Guidelines for Education in situations of emergency and crisis: EFA strategic planning. UNESCO Publishing. https://unesdoc.unesco.org/ark:/48223/pf0000128214
• Bradshaw, S. (2004). Socio-economic impacts of natural disasters: A gender analysis. United Nations Publications. https://www.cepal.org/sites/default/files/publication/files/5596/S045330_en.pdf
• Caruso, J. B., & Miller, S. (2015). Long run effects and intergenerational transmission of natural disasters: A case study on the 1970 Ancash Eartquake. Journal of Development Economics, 117, 134-150. https://doi.org/10.1016/j.jdeveco.2015.07.012
• Chuang, E., Pinchoff, J., & Psaki, S. (2018, January 23). How natural disasters undermine schooling. Brookings. https://www.brookings.edu/blog/education-plus-development/2018/01/23/how-natural-disastersundermine-schooling/
• Clerveaux, V., Spence, B., & Katada, T. (2010). Promoting disaster awareness in multicultural societies: the DAG approach. Disaster Prevention and Management: An International Journal, 19(2), 199-218. https://doi.org/10.1108/09653561011038002
• Cuaresma, J. C. (2010). Natural disasters and human capital accumulation. World Bank Economic Review, 24(2), 280-302. https://doi.org/10.1093/wber/lhq008
• Cvetković, V., Dragićević, S., Petrović, M., Mijaković, S., Jakovljević, V., & Gačić, J. (2015). Knowledge and perception of secondary school students in Belgrade about earthquakes as natural disasters. Polish Journal of Environmental Studies, 24(4), 77-85. https://doi.org/10.15244/pjoes/39702
• Davis, L., Hosseini, M., & Izadkhah, Y. O (2003). Public awareness and the development of a safety culture: Key elements in disaster risk reduction. Retrieved from: https://www.academia.edu/28041679/Public_Awareness_and_the_Development_of_a_Safety_Culture_ Key_Elements_in_Disaster_Risk_Reduction
• Değirmenci, Y., Kuzey, M., & Yetişensoy, O. (2019). Sosyal bilgiler ders kitaplarında afet bilinci ve eğitimi. E-Kafkas Eğitim Araştırmaları Dergisi, 6(2), 33-46. https://doi.org/10.30900/kafkasegt.591345
• Deryugina, T. (2022). Economic effects of natural disasters. IZA World of Labor, p. 493. https://doi.org/10.15185/izawol.493
• Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). Mc Graw HIll.
• Gomez, C. J., & Yoshikawa, H. (2017). Earthquake effects: Estimating the relationship between exposure to the 2010 Chilean earthquake and preschool children’s early cognitive and executive function skills. Early Childhood Research Quarterly, 38, 127-136. https://doi.org/10.1016/j.ecresq.2016.08.004
• Gratton, V., Thier, H. D., Arjonilla, E., & Melgar, R. (1986). The recovery of schools from earthquake effects. Natural Hazards Research and Applications Information Center, University of Colorado. https://digitalcommons.usf.edu/cgi/viewcontent.cgi?article=1030&context=fmhi_pub
• Guérin-Marthe, S., Gehl, P., Negulescu, C., Auclair, S., & Fayjaloun, R. (2021). Rapid earthquake response: The state-of-the art and recommendations with a focus on European systems. International Journal of Disaster Risk Reduction, 52, 101958. https://doi.org/10.1016/j.ijdrr.2020.101958
• He, J. (2021). Earthquake evacuation simulation of multi-story buildings during earthquakes. Earthquake Spectra, 37(1), 95–113. https://doi.org/10.1177/8755293020957353
• Hurnen, F., & Mcclure, J. (1997). The effect of increased earthquake knowledge on perceived preventability of earthquake damage. The Australasian Journal of Disaster And Trauma Studies. Electronic Journal, 3.
• İstanbul Teknik Üniversitesi-İTÜ (2023). 6 Şubat 2023: 04.17 Mw 7,8 Kahramanmaraş ve 13.24 Mw 7,7 Kahramanmaraş depremleri: Ön inceleme raporu [February 6, 2023 04:17 Mw 7.8 Kahramanmaraş and 13:24 Mw 7.7 Kahramanmaraş Earthquakes: Preliminary report]. İstanbul Teknik Üniversitesi. Retrieved from: https://haberler.itu.edu.tr/docs/default-source/default-documentlibrary/2023_itu_deprem_on_raporu.pdf?sfvrsn=77afe59e_4
• Karakuş, U. (2013). Depremi yaşamış ve yaşamamış öğrencilerin deprem algılarının, metafor analizi ile incelenmesi [Examining the earthquake perceptions of students who have experienced and have not experienced the earthquake through metaphor analysis.]. Doğu Coğrafya Dergisi, 18(29), 97-116. https://doi.org/10.17295/ataunidcd.31309
• Kazan, H. (2021). Dijital habercilik bağlamında trajik haberlerde etik ve bireyler üzerindeki etkisi üzerine bir araştırma [A research on ethics in tragic news and its impact on individuals in the context of digital journalism.]. International Journal of Social Inquiry, 14(2), 661-692. https://doi.org/10.37093/ijsi.962864
• Kurita, T., Nakamura, A., Kodama, M., & Colombage, S. R. N. (2006). Tsunami public awareness and the disaster management system of Sri Lanka. Disaster Prevention and Management: An International Journal, 15(1), 92-110. https://doi.org/10.1108/09653560610654266
• Kurt, E., & Gülbahçe, A. (2019). Van depremini yaşayan öğrencilerin travma sonrası stres bozukluğu düzeylerinin incelenmesi [Examining the post-traumatic stress disorder levels of students who experienced the Van earthquake.]. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 23(3), 957-972
• Lazarus, P. J., Jimerson, S. R., & Brock, S. E. (2003). Helping children after a natural disaster: Information for parents and teachers. National Association of School Psychologists.
• Le Brocque, R., De Young, A., Montague, G., Pocock, S., March, S., Triggell, N., . . . Kenardy, J. (2017). Schools and natural disaster recovery: The unique and vital role that teachers and education professionals play in ensuring the mental health of students following natural disasters. Journal of Psychologists and Counsellors in Schools, 27(1), 1-23. https://doi.org/10.1017/jgc.2016.17
• Long, D., & Wong, Y.‐L. R. (2012). Time bound: The timescape of secondary trauma of the surviving teachers of the Wenchuan Earthquake. American Journal of Orthopsychiatry, 82(2), 241–250. https://doi.org/10.1111/j.1939-0025.2012.01144.x
• Marangoz, M., & İzci, Ç. (2023). Doğal afetlerin ekonomik, sosyal ve çevresel etkilerinin 6 Şubat 2023 Kahramanmaraş merkezli depremler bağlamında girişimciler açısından değerlendirilmesi [Evaluation of the economic, social and environmental impacts of natural disasters for entrepreneurs in the context of the earthquakes centered in Kahramanmaraş on February 6, 2023]. Sosyal ve Beşerî Bilimler Araştırmaları Dergisi, 24 (52), 1-30. Retrieved from https://dergipark.org.tr/tr/pub/sobbiad/issue/78767/1285022
• Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
• Moustakas, C. E. (1994). Phenomenological research methods. Sage. https://doi.org/10.4135/9781412995658
• Murphy, B., Falkiner, L., McBean, G., Dolan, H., & Kovacs, P. (2005). Enhancing local level emergency management: the influence of disaster experience and the role of households and neighborhoods. Institute for Catastrophic loss Reduction, ICLR Research.
• Musacchio, G., Falsaperla, S., Bernhardsdóttır, A., Ferreira, M., Sousa, M., Carvalho, A., & Zonno, G. (2016). Education: Can a bottom-upstrategy help for earthquake disaster prevention? Bulletin of Earthquake Engineering, 14, 2069-2086. https://doi.org/10.1007/s10518-015-9779-1
• Özdemir, Ü., Ertürk, M., Güner, İ., & Koca, M. K. (2001). İlköğretimde deprem ve depremin zararlarından korunma yollarının önemi [The importance of earthquakes in primary education and ways to protect against earthquake damage]. Doğu Coğrafya Dergisi, 7(7), 109-131. Retrieved from: https://dergipark.org.tr/en/download/article-file/26832 Öztürk, M. K. (2013). Sınıf öğretmeni adaylarının deprem deneyimleri üzerine bir araştırma [A research on earthquake experiences of classroom teacher candidates]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(1), 308-319. Retrieved from: https://dergipark.org.tr/en/download/article-file/87142
• Pane, J. F., McCaffrey, D. F., Kalra, D., & Zhou, A.J. (2008) Effects of Student Displacement in Louisiana During the First Academic Year After the Hurricanes of 2005, Journal of Education for Students Placed at Risk, 13(2-3), 168-211, https://doi.org/10.1080/10824660802350169
• Patton, M. Q. (2015). Qualitative research and evaluation methods. Sage.
• Paudel, J., & Ryu, H. (2018). Natural disasters and human capital: The case of Nepal’s earthquake. World Development, 111, 1-12. https://doi.org/10.1016/j.worlddev.2018.06.019
• Peek, L. (2008). Children and disasters: understanding vulnerability, developing capacities, and promoting resilience-an introduction. Children Youth and Environments, 18(1), 1-29. https://doi.org/10.1353/cye.2008.0052
• Pregowska, A., Masztalerz, K., Garlińska, M., & Osial, M. (2021). A worldwide journey through distance education—from the post office to virtual, augmented and mixed realities, and Education during the COVID-19 pandemic. Education Sciences, 11(3), 1-26. https://doi.org/10.3390/educsci11030118
• Ross, K. E. K., & Shuell, T. J. (1993). Children’s beliefs about earthquakes. Science Education, 77(2), 191-205. https://doi.org/10.1002/sce.3730770207
• Segarra-Alméstica, E., Caraballo-Cueto, J., Cordero, Y., & Cordero, H. (2022). The effect of consecutive disasters on educational outcomes. International Journal of Disaster Risk Reduction, 83, 103398. https://doi.org/10.1016/j.ijdrr.2022.103398
• Sharpe, J., & Kelman, I. (2011). Improving the disaster-related component of secondary school geography education in England. International Research in Geographical and Environmental Education, 20(4), 327-343. https://doi.org/10.1080/10382046.2011.619810
• Silwal, S., Dybdahl, R., Chudal, R., Sourander, A., & Lien, L. (2018). Psychiatric symptoms experienced by adolescents in Nepal following the 2015 earthquakes. J Affect Disord. https://doi.org/10.1016/j.jad.2018.03.002
• Sönmez, V., & Alacapınar, F. G. (2016). Örneklendirilmiş bilimsel araştırma yöntemleri [Exemplified scientific research methods]. Anı Yayıncılık.
• Takasaki, (2017). Do natural disasters decrease the gender gap in schooling? World Development, 94, 75-89. https://doi.org/10.1016/j.worlddev.2016.12.041
• Takeuchi, Y., Mulyasari, F., & Shaw, R. (2011). Roles of family and community. R. Shaw, K. Shiwaku, Y. Takeuchi (ed.), Disaster education in (77-94). Emerald Group Publishing. https://doi.org/10.1108/S2040-7262(2011)0000007010
• Tsai, C. (2001). Ideas about earthquakes after experiencing a natural disaster in Taiwan: an analysis of students’ Worldviews. International Journal of Science Education, 23(10), 1007-1016. https://doi.org/10.1080/09500690010016085
• Turhan, C. E. (2022). Deprem [Earthquake]. Öncü Yöneticiler.
• Turner, R. H., Nigg, J., & Paz, D. H. (1986). Waiting for disaster: earthquake watch in California. University of California Press. https://doi.org/10.1525/9780520329850
• Ünalan, İ., Ünalan, H. E., & Kesici, Ş. (2020). Sınıf öğretmeni adaylarının deprem konusundaki bilgi düzeyleri ve deprem risk algıları [Classroom teacher candidates' knowledge levels and earthquake risk perceptions about earthquakes]. International Journal of Social Sciences and Education Research, 6(2), 1492-1510. Retrieved from: https://dergipark.org.tr/en/pub/ijsser/issue/55748
• Varol, N., & Buluş Kırıkkaya, E. (2017). Afetlere karşı toplumun dirençliliği. Dirençlilik Dergisi, 1, 4-5. https://doi.org/10.32569/resilience.344784
• Wang, J., Yang, J., & Li, B. (2017). Pain of disasters: the educational cost of exogenous shocks evidence from tangshan earthquake in 1976. China Economic Review, 46, 27-49. https://doi.org/10.1016/j.chieco.2017.07.013
• Yalçın, A. K. (1999). Deprem ve mülki idare [Earthquake and civil administration]. İdarecinin Sesi Dergisi, XIII(76), 17.
• Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Seçkin Yayıncılık, Ankara.
• Zhang, Y., Kong, F., Wang, L., Chen, H., Gao, X., Tan, X., . . . Liu, Y. (2010). Mental health and coping styles of children and adolescent survivors one year after the 2008 Chinese earthquake. Children and Youth Services Review, 1403-1409. https://doi.org/10.1016/j.childyouth.2010.06.009