Disasters and Schools: An Integrative Literature Review on the Disaster Schooling Experiences of Black, Indigenous, and Latine Communities

• In Event: Disaster Schooling to Joyous Schooling for BIPOC Students

Abstract

Grounded in a transformative framework, this systematic review critically examines the literature on disaster schooling, focusing on Black, Indigenous, and Latine (BIL) communities. Disasters—whether natural, public health, or political—are ongoing phenomena involving various hazards, human (inaction), and recovery phases, and their impacts disproportionately affect marginalized communities. Disasters also disrupt schooling, and while a robust body of research traces the adverse effects of disasters on children, less is known about the disaster schooling experiences of those who are most vulnerable to experiencing them: BIL communities. As schools play a crucial role in disaster preparedness and recovery, this review offers valuable perspectives on disaster preparedness and recovery, aiming to inform reparative and culturally sustaining educational policies and practices.

Authors

• Melissa Colón, University of Massachusetts - Boston

• Nina Michiko Kunimoto, Edmonds College

• Nicole E. McLaren, University of Massachusetts - Boston

• Kiley M. Stewart, University of Massachusetts - Boston