I have been responsible for teaching the following units/courses at both undergraduate and postgraduate programs (Bachelor, Master, PgDipl; PgCert in Humanitarian, Emergency & Disaster Management) at CDU Australia:
Brief examples of topics covered in the units :
In DEM511: Risk, hazard, vulnerability assessments at different levels in different contexts including complex humanitarian settings; conflict warning systems; how to make resilience a reality; integrated DRR/DRM approahes; critical evaluation of humanitarian response standards; food security and other sectors under changing climate; understanding disaster policy assessment and disaster policy making processes; participatory urban adaptation; students video project on disaster theories from >50 prominent scholars;
For DEM513; Crisis leadership theoris and practice; Decision making under uncertainties; crisis and risk communication; disaster bureaucracy and leadership; Crisis leadership case studies from Harvard Kennedy School (10 cases including leadership and decision making from Indian Ocean Tsunami to 9/11 cases); understanding decision making models; civil military coordination; humanitarian technology and innovation; how to do consulting in humanitarian emergency and disaster management; crisis communication skills.
For DEM514; Understanding institutions and disaster risk; complexity theory and social network application in disaster and emergency studies; advanced livelihoods analysis; end to end global and local disaster early warning systems; cultural response to risk and disasters; cultural safety and disaster; participation and DRR; social exclusion and disaster reduction; psychology of disaster risk and decision making; key concepts and theories and practices in social science approaches to disaster management problems.
For DEM615; Reflective practice concepts and theories in humanitarian emergency and disaster management; Reflective Practice in Disaster and Emergency Management [From Paulo Freire and Donald Schön to present day’s reflective practice] ; Students’ reflective case studies writing projects could be: critical reflection of recent disaster interventions;
Brief examples of topics covered in the units :
For DEM513; Global humanitarian ecosystems; humanitarian reform agenda at global and regional levels; crisis leardership; asking the risk leadership questions; understanding decision making models; humanitarian/ disaster diplomacy; civil military coordination; post disaster need assessment methodology; risk communication; how to do consulting in humanitarian emergency and disaster management; humanitarian technology for effective response.
DEM514: Sociological and anthropological approaches risk and disasters; system theory; complexity theory and social network application in disaster and emergency studies; advanced livelihoods analysis; end to end global and local disaster early warning systems; cultural response to risk and disasters; participation and DRR; social exclusion and disaster reduction; psychology of disaster risk; behaviorial economics and disaster risk;
DEM615: Reflective practice concepts and theories in humanitarian emergency and disaster management; Students’ reflective case studies writing projects could be: critical reflection of recent disaster interventions; critical reflection on a particular risk communication strategy; evaluation of recent civil protection and emergency responsees to terrorism in Europe; How to start an NGO?
Disaster studies allows me to understand how the world operate in both crisis and ‘normal situation’ scenarios and how to fix the world both situations. For example, before one tries to understand how public administration and bureaucracy work under crisis and emergencies, as a student in disaster resilience studies, he/she must try to establish the ‘baseline’ condition of ‘normal situation’ and how to fix it before the risk become unmanageable and manifested into disaster and crisis. By doing so, disaster management students have the privilege to look at the realities from the two lenses or scenarios. In theory, students studying resilience should be one step ahead of a generic public administration students or traditional social science students’ understanding of the reality.
Disaster risks are real world problems that cannot simply be solved by mono or even multi-disciplinary lenses. What we want to achieve in the end is to save lives and to make the earth a better place for everyone. Saving lives can have hundreds different meanings ranging from rapidly response to a catastrophic event to de-escalate humanitarian crisis or retrofit housing informed by detailed local seismic map to risk awareness such as asking people run to higher ground anticipating a tsunami event to the promotion of health in refugee camps. These require civil engineering knowledge, geological knowledge, seismic mapping skills, health promotion skills, humanitarian response skills, personal security skills and so on. But also it requires public administration and political science skills in order to bring seismic risk a public policy and political agendas.
Disaster studies benefit from more than 50 scientific disciplines. Therefore my approach is to use two scenarios in my teaching: First is to promote the “non-disciplinary approach” (as once advocated by David Alexander at UCL London) which is in favor of ‘tearing down’ the disciplinary walls so people can collaborate in a more efficient and effective ways. Second, crowing complexity of the field often requires us to work more collaboratively via both interdisciplinary and transdisciplinary approaches. Some have argued that transdisciplinary should be encouraged as a new culture of doing research and teaching. While this might not be always the case, this is at least too obvious from the disaster studies as the field is still young and has been grounded on or benefiting from more or less 50 disciplinary fields.
I am personally committed to high quality teaching informed by not only cutting edge research and smart practices but also by looking at historical development of the subject matter concepts and ideas throughout history. I recognize diverse needs of the students. My goal is to make a student find and discover the strength of his/her original academic discipline when approaching the problem of risk, emergency, crisis and disasters. This approach encourages students to be able to connect with her/his previous academic and professional backgrounds with the present disaster studies that she/he is taking.
I am aspiring myself to be a non-traditional teacher. While acknowledging the wisdom of teaching from the past regarding high quality content and teaching materials, I am mindful of the need for creating sense of purpose and of direction for where future learners will demand from their teachers. In my view, the best teachers are those that continues to learn from all the direction and situation including their classrooms. Every student brings her/his own unique capability. Every class in every week is a new dynamic. Therefore a teacher must be always ready and adaptive to new situation as things change. And learning momentum needs to be created. Teachers should be ready to help students rediscover their joy in their original field and how they can look at disasters and risk from different disciplinary lenses. I believe in adult education pedagogy which treated students as subject and resource person rather than an object of knowledge disposal.
Past teaching experience
I have spent 10 years partly working as a trainer to civil society activists, academia, students and local government officials in Indonesia. I have provided trainings to NGOs, academia and government officials using adult education and participatory methods in more than 25 training. Below are some of the trainings I have provided since 2002:
- Disaster Management Training (module development and deliveries: since 2003)
- Rapid Emergency Need Assessment (module development)
- Community based disaster management and Community based climate adaptation (module development and deliveries: since 2003).
- Sustainable livelihoods frameworks (since 2003)
- Participatory risk and vulnerability analysis (since 2003)
- Conflict warning systems (since 2003)
- Disaster early warning systems (since 2004)
- Social network analysis
- Strategic planning for NGOs
- Food choice mapping