Collaborative and co-learning for disaster and climate justice

Credit: Pixel-Shot via Adobe Stock.

27 February 2025

By Kaori Kitagawa

This post is the second of three in a series on disaster and climate education. Read part one: Pedagogies for disaster and climate risk reduction.

Compared to didactic, ‘knowledge transmission’ models, more collaborative approaches stand out as an appropriate pedagogy for disaster and climate education (DCE). Preparing for disasters in communities or households will benefit from building solidarity and sharing responsibilities. By enabling a social learning environment, collaborative learning pedagogies cultivate a sense of belonging. This inclusive space values and respects every member, which plays a crucial role in promoting social justice. But we can go further. Vulnerable and marginalised communities bear the brunt of climate-related and geological hazards, whether it be a flood or an earthquake. These communities are entitled to disaster and climate justice. In which case, co-learning approaches, with their focus on reciprocal learning and social action, may offer even greater value.

It is worth providing more fulsome definitions of these different approaches: ‘collaborative learning’, ‘co-learning’ and also ‘cooperative learning’ are often used interchangeably, but there are subtle differences, especially regarding reciprocity.

‘Collaborative learning’ is an umbrella term for all kinds of learning processes where more than two people work together for a common goal – team-based learning and study groups, for instance. The common principle of these pedagogical approaches is mutual engagement and shared responsibility. As a variation on collaborative learning, ‘cooperative learning’ is usually applied in formal schooling. Developed as an antithesis to competitive individualised methods, it involves students working together to complete group tasks, and there is evidence to show the academic and social benefits of this. In both cases, knowledge is something socially constructed in a group, not transmitted from the teacher to the students. However, the role of the ‘teacher/expert’ is retained. Equally, while these approaches may involve collective action and work towards social change, that is not their focus first and foremost; it is not inherent to these approaches.

By contrast, ‘co-learning’ refers to a more informal learning process in which the principle of ‘non-appropriation’ dismantles power relationships, enabling a creative space for new knowledge generation. This approach respects and values each participant’s culture and knowledge, emphasising the reciprocal nature of learning. It also prioritises collective action and advocating for social change. Rooted in Paulo Freire’s work, co-learning empowers individuals to uncover and challenge the social, political, and economic paradoxes that shape their reality. Through critical thinking, dialogue and reflection, learners become active agents, exercising their agency to make positive social changes.

What are the implications of these pedagogical approaches for DCE? Both collaborative learning and cooperative learning models contribute to the sustainability of disaster risk reduction actions within communities. By co-creating an output – be it an activity or an item – participants develop a sense of ownership, ensuring the continuation of these initiatives even after the project ends. This effectiveness underlines the growing recognition of collaborative learning in DCE. Collaborative learning pedagogies, however, can be limited in addressing disaster and climate justice due to the power dynamics imposed by the ‘teacher/expert’ role. Conversely, because co-learning methods treat all participants as equals, members engage more readily in dialogue, regardless of their backgrounds, to address disaster and climate justice.

How co-learning works in this regard was evident in my study on researcher positionality in the Transforming Universities for a Changing Climate project (https://www.climate-uni.com). Researchers working with indigenous communities were clear they were not there to dictate actions but to learn from the communities. Through participatory action research they addressed the issues, including rising sea levels, changes in rivers and forests and water shortages, together. Adaptation measures, such as replanting extinct trees and capacity building for indigenous populations, were co-created, which were well-received by the participating communities. Co-learning elements were consistently highlighted by the researchers, with reflections such as “We try to understand their [communities’] ways of life through dialogue, participation, and integration.”; “We don’t become their voice, we work to empower them.”; “We aren’t merely investigating their life, we live with them.” This study inspired me to further explore the role of co-learning in DCE. In fact, the study itself was a co-learning experience for me. The Master’s module I lead at IOE, ‘Co-learning for disaster and climate justice’ addresses these issues and explores example cases of ‘co-learning’ across the world.