Disaster Recovery 2nd Phillips Solution

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Chapter Two: Theory
Learning Objectives.
As a result of this chapter, students should be able to:
 Provide an overview of the major conceptual and theoretical perspectives used in disaster
recovery research.
 Apply concepts and theories to understand how disaster recovery could be approached.
 Use concepts and theories to identify potential barriers to recovery.
 Demonstrate an understanding of key principles to promote a sustainable recovery.
Summary
To summarize these theoretical perspectives, consider their similarities and differences. Systems
theory looks at large-scale units that serve as sub-components of an even larger system. Misfits
between the systems results in disastrous consequences, particularly for the human environment.
Vulnerability theory explains the disproportionate impact of disasters and points out those who
might be vulnerable as those with less power, economic clout, political position or social
privilege. Socio-political ecology theory frames the problem as resulting from inequitable power
relationships with clear winners and losers. Feminist theory concentrates on the ways in which
issues of gender, class, race and income compromise the life safety and livelihoods of women
and their children. Emergent norm theory suggests that disaster recovery activities will occur
without much pre-planning. Taken as a whole, these theoretical perspectives help us to
understand and even to predict who is at risk and why those risks occur. Collectively, these
theories point out the very human consequences of disasters and the challenges associated with
recovery.
These theories also serve as guides to the kinds of activities that should be undertaken after
disaster. Attention must be paid to balancing the effects of the various systems. By thinking in a
holistic manner and integrating elements of the different system parts, we can build a stronger,
more disaster-resilient whole. We must also pay attention to those at highest risk for a failed
recovery and insure that those most vulnerable and least powerful can participate in and share
benefits of a full recovery. We must understand that unmet needs will appear and be ready to
handle them. Most importantly, these theories suggest that we must concentrate on preparing our
communities and the households therein for disaster. If we build, or rebuild, with mitigation of
future disasters in mind, we create a more disaster-resilient planet for our families and
communities. For overviews of these theories, see Boxes 2.1 and 2.2. and the powerpoint
prepared for this chapter.
Teaching Ideas
Theory can always be difficult to explain to students who may find it an awkward and useless
exercise. Many of them either are or want to be practitioners – therefore they want practical
content that directs them “how to” do a particular task. By taking the time to point out the value
of theory, you will enhance their abilities and “how to” knowledge. To illustrate, how should a
recovery proceed? Whose viewpoints should be included, how and why? Or, how do you
explain why some people suffered more than others or found the road home longer? Why do
contentious groups appear after a disaster occurs, engaged in blaming behavior and litigation?
This chapter helps to answer some of these questions.
To help them to grasp theory, sort the students into panels. Each panel should be assigned a
particular theory. They can then dig further into the Haiti earthquake and explain its cause or
take on a disaster they prefer. For the Haiti exercise, it is useful to have them compare and
contrast the Haiti earthquake with the one that happened in Chile later that same year. The
damage levels and deaths were dramatically different despite similar magnitudes. How might
systems theory explain such differences? Vulnerability theory? To assist you, review the first
chapter of Social Vulnerability to Disaster (Thomas et al., 2013, CRC Press) and the content
included therein contrasting Haiti with Chile.
The vulnerability perspective can also be compared to the dominant perspective. For many
people, the hazard caused the disaster such as when a flood swept through a village. However,
the vulnerability perspective counters the dominant perspective by suggesting that people
become vulnerable through other means. Governments fail to establish and enforce building
codes. Low income families live in weaker structures and have less means to recover. By
exploring these, you will enable the students to consider alternative views. Again, the first
chapter of Social Vulnerability to Disaster (Thomas et al., 2013, CRC Press) contains useful,
contrasting perspectives on the dominant versus vulnerability perspectives.
Feminist theory has historically been the most challenging for students to pursue, probably
because students assume feminist theory is politicized or too liberal for their tastes. But, the
reason for including it is to demonstrate the range of feminist theoretical perspectives and to
provide multiple means to view a disaster. Students may be surprised to discover significant
disagreements within feminist theories, particularly when multi-cultural feminists take on white
female privilege.
Updates
Haiti continues to suffer half a decade after the earthquake. Updates can be read at
www.usaid.gov (search Haiti earthquake) and at http://www.unfoundation.org/who-
weare/impact/our-impact/health-data-disaster-relief/haiti-earthquake-response.html.
Additional Resources
At the FEMA Higher Education mentioned earlier in the IM for chapter one, you will find
reports on theoretical perspectives and the state of theory in the discipline of emergency
management. Be sure to read this one: Jensen, J. 2012. Report of the Disciplinary Purview of
Emergency Management Focus Group. Emmitsburg, MD: FEMA. In addition, add this to your
professional library: McEntire, D. 2007. The Importance of Multi- and interdisciplinary
Research on Disasters and for Emergency Management. Pp. 3-14 in Disciplines, disasters and
emergency management. Ed. D. McEntire. Springfield, IL: Charles C. Thomas Publisher, Ltd.
To read a fuller account of how to apply feminist theory, read: Enarson, E., and B. Phillips. 2008.
Invitation to a New Feminist Disaster Sociology: integrating feminist theory and methods. In
Women and disasters: from theory to practice, edited by B. D. Phillips and B. H. Morrow.
Philadelphia: Xlibris, International Research Committee on Disasters.
For ecological and feminist perspectives on the BP oil spill, view “BP O:il Spill, Fisherman,
Grand Bayou Village, Port Sulphur, LA._01” and related videos at
https://www.youtube.com/watch?v=fwsnEw0EuSk and
https://www.youtube.com/watch?v=nKtCpRfxaE8.
End of Chapter Questions
Summary Questions
1. Can you describe each of the systems in systems theory? What is their relevance for
approaching disaster recovery?
a. Students should identify the three main systems and why the misfit between the
physical, built, and human environments result in a disaster. Ask them: if just the
physical system creates a disaster without built or human environments impacted,
is it a disaster?
2. How does vulnerability theory suggest that disaster recovery is not an equal opportunity
event?
a. By pointing out that the dominant view fails to consider human causes of
disasters. Racism, sexism, and differences between groups and nations cause
suffering in the human system.
3. What is the essential core of socio-political ecology theory in terms of the availability of
local resources?
a. That people often compete over scarce, divisible resources with winners and
losers. Ask them why more women and children died in the 2004 Indian Ocean
Tsunami than men.
4. Distinguish between the different strands of feminist theory, demonstrating how each
points a different problem and solution to the problems of disaster recovery.
a. Have students take their time to sort through each of the feminist theories or
standpoints. Where does each one place the cause of disaster? What is their
solution?
5. Define emergence and explain how emergence might appear during a disaster recovery
time period from an individual and from a group or collective level.
a. From the Haiti or another disaster, ask them to identify emergent groups that
appeared to address unmet needs. For example: newly created amputees who
needed equipment to become independent again. Or, patrols and additional
lighting in relief camps to protect women and children from violence and human
trafficking.
6. Define sustainability and the key elements that promote a sustainable recovery.
a. Invite them to discuss each of the six elements. For example, what does a quality
of life mean to them? What do they like about where they live? If it was
destroyed by a disaster, would they want it back? How might recovery enable
them to restore something? For a sustainable approach, what would they like to
pass along to future generations? What would they fight for? To be inclusive,
who in their community would they involve in recovery discussions? How would
they do that?
Discussion Questions
1. Why should you use theory in a disaster recovery course?
a. To help understand causation and to explain variation. To find ways to look at a
problem from a different point of view. To step outside one’s own assumptions
and consider alternative explanations.
2. Adopt the perspective of one of the feminist theories described in this chapter. How
would you use each to sensitize workers and volunteers heading to a developing nation to
“help”?
a. The boxed features should help with this. Try asking students in groups to apply
each perspective to particular problems like: how to encourage participation;
identifying unmet needs from the perspective of women, children, and
marginalized populations; the role of the environment vis-à-vis the women and
girls in a community; one’s own perspective as an outsider and the assumptions
we make about what works best.
3. Talk to social service agencies, faith-based representatives, and advocacy groups in your
community. From their perspectives, who might be most vulnerable in a disaster?
Homeless people? People living near a floodplain in mobile homes? Makeshift housing
in a rapidly urbanizing area of a developing nation? Conversely, what strengths and
insights might each of these populations bring to a post-disaster recovery effort?
a. Ask students to gather census demographic data on the population. Based on the
theories in this chapter, which populations might be historically marginalized
and/or have difficulty recovering from a disaster? How can knowing a population
and its geographic location help with disaster recovery efforts?
4. From a systems theory perspective, how would you organize a disaster recovery planning
team? Which systems would you want to use as the key foci of your effort?
a. Hopefully they say that human systems need to adapt to physical system realities
– that we should not build in floodplains or on unstable slopes, or tempt fate on
woodland urban interfaces. Given that we do, how might they reduce risk by
intervening in the built and human systems?
5. Using socio-political ecology theory, look at your own community. What barriers to
participation in recovery efforts would you anticipate? What kinds of competition might
you find there in terms of jobs, housing, and other crucial resources?
a. In a disaster recovery, who might the winners and losers be? How can you level
the playing field? For example, would you like to develop job programs that
target people most likely to lose their jobs after a disaster? Could you take
recovery planning initiatives into marginalized communities like bayou villages,
urban enclaves, or high rise low income apartments? As a recovery leader, could
you leverage volunteer efforts to overcome barriers to long term housing?
6. What are the essential ideas in emergent norm theory? Explain its utility for the practice
of disaster recovery management. How can you anticipate and then respond to
emergence?
a. Emergence occurs when people believe that needs are unmet. Sometimes this
occurs in a contentious fashion. Are those who argue needs are not met problems
or solutions? If people can’t get back to work because child care was lost, can
recovery funds or organizations provide such support? If women and children are
being taken into human trafficking after a disaster, how can emergent groups be
used to combat such violence?
7. Form a discussion group and talk through what you each believe constitutes “quality of
life” in your community. How might each of your perspectives influence what you
would do if you had to launch a disaster recovery?
a. Get them to list their ideas on the board. Or, have them take photos of what they
want to save and compile them into a slideshow. Perhaps groups could put
together their own videos of what makes their university or community a special
place to live. Ask them to focus on what they want to retain or create anew after a
disaster.
Chapter Three: Disaster Recovery Planning
Learning Objectives
As a result of this chapter, students should be able to:
• Compare and contrast the effectiveness of various strategies to conduct preliminary
damage assessment.
• Discuss why pre-disaster planning is better than post-disaster planning.
• Outline typical steps in a disaster recovery planning process.
• Outline the main elements of a pre- or post-disaster recovery plan.
• Explain the idea that planning is a process.
• Develop a list of stakeholders who should participate in the recovery planning process
and design basic protocol for insuring diversity at the planning table.
• Consider principles that should underlie disaster planning such as sustainability and
resilience (see previous chapters).
Summary
Disaster recovery planning occurs either before or after disasters happen. A common starting
point is a preliminary disaster assessment that determines damage. Several techniques can be
used such as a drive-by survey to capture quickly a general overview of damage. Satellite
imagery, while not exact, can also be used to gauge the damage. Direct inspection by
professionals, though, serves as the most effective means of assessing damage inside, outside,
and underground damaged structures.
Pre-disaster planning, while considered the best action, occurs far less frequently than
postdisaster planning. Pre-disaster planning can be done in concert with other forms of planning
including mitigation and comprehensive planning. Such coordinated efforts promote efficiency
and jumpstart a post-disaster recovery.
Post-disaster recovery planning is far more common. A starting point for post-disaster recovery
planning is to set out key principles before proceeding. As a minimum, planning efforts should
be inclusive and participatory, promote effective communications, and link to key partners both
inside and outside of the community. Mitigation efforts should be built into all dimensions of a
recovery plan in order to reduce future impacts.
Planning should be considered a process that involves moving through a series of steps or stages.
Those stages may include both short-term and long-term recovery planning. For the short-term,
communities and recovery leaders will try to address critical needs such as debris removal and
utility restoration. Part of the work will involve emergency measures to save properties and
lives. In addition, communities will likely have to develop ordinances to govern the post-disaster
rebuilding. Long-term planning must address areas of recovery needed to restore a community’s
ability to function. Planning teams must consider ways to rebuild housing, businesses, and
infrastructure. As part of the planning, the impacts of the disaster and the rebuilding on the
environment, historic and cultural resources, and the social-psychological wellbeing of those
affected need to be discussed. Key actors in the recovery effort, particularly the public sector,
will need to provide effective leadership.
Teaching Strategies
For the planning chapter, I have always used this assignment which starts in this chapter but is
finished at the end of the entire course:
Recovery Plan (Undergraduate Level)
Presentations will be made as indicated on the syllabus; teams will be drawn randomly – you
must come to class ready every day to make your presentation. Your team is expected to be at
all of the presentations. Not coming to hear all of your peers’ presentations will result in a
reduction for your individual participation grade.
Recovery Plan (in my classes this is 50% of the grade). Students will develop a class
presentation on a disaster recovery event of their own selection. Students may work in a group
of not more than 5 persons to develop this presentation or may work individually. Each
group/individual will receive up to 95 out of 100 points. The remaining 5 points will be
determined by their peers within the group; to do so, I will ask each student to award up to 5
points and I will calculate the average of these points to determine the final grade. For example,
if you are in a five person group, you may receive scores of 4, 5, 3, and 2 from your teammates.
The average of these scores is 3.5. Assuming that your team earns 95 points your grade would
be 98.5.
Directions:
You should assume that you have been asked to lead an effort designing a sustainable, holistic
and practical recovery effort for a community of your choice. You can envision yourself/your
team as a consultant, an emergency manager, a city/state/federal official, a department head, a
long term recovery committee/chair, the head of the Chamber of Commerce, or a community
leader.
The plan may be either a pre or post-disaster recovery plan. Your job is to create a document that
could be presented to the local recovery committee, emergency management agency, broader
community and/or elected officials. In this document, you should lay out your vision and
recommendations for a realistic, sustainable recovery. I expect that you will:
 select the hazard most likely to impact your community (natural disasters are probably
easier);
 engage yourself in considering both the readings and what would or would not work for
the community of your choice;
 justify what you recommend;
 describe the community in some detail;
 include consideration of the community in relation to the economy, environment,
demographics, and physical infrastructure;
 address vulnerable populations and geographic locations;
 recommend an organizational framework for implementing the plan;
 design a public involvement strategy;
 think through issues related to the local quality of life;
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