This article draws from detailed qualitative case
studies of three schools as they responded to the devastating Gorakha
earthquake in 2015 and other disasters in Nepal. Using Arnstein’s [1] ladder of
participation, it explores nature and importance of participation to address
the local disaster context. Along with Robertson et al.’s [2] pluri-scalar
education governance framework, it also discusses the current forms of
participation from various stakeholders specifically within the education
system. The article analyses the reasons for stakeholders’ participation in DRR
initiatives. It also explains the purpose of the participation, challenges of
participation in DRR education, and highlights some key messages around what
the study’s data says about participation in DRR education. The article
concludes with the idea that curriculum participation is a crucial element to
mobilise schools for their disaster preparedness, response and recovery
journeys.
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