{"id":95,"date":"2018-10-02T10:17:13","date_gmt":"2018-10-02T10:17:13","guid":{"rendered":"http:\/\/wp.lancs.ac.uk\/floodarchive\/?page_id=95"},"modified":"2020-12-17T14:33:10","modified_gmt":"2020-12-17T14:33:10","slug":"books-and-articles","status":"publish","type":"page","link":"https:\/\/wp.lancs.ac.uk\/floodarchive\/resources\/books-and-articles\/","title":{"rendered":"Books and articles"},"content":{"rendered":"<p><span style=\"font-size: 12pt\">Here are a number of articles and books arising from Lancaster University&#8217;s research into the social effects of flooding and children&#8217;s role in Disaster Risk Reduction:<\/span><\/p>\n<ul>\n<li><span style=\"font-size: 12pt\">Mort, M., Rodriguez-Giralt, I. &amp; Delicado, A. (2020). <a href=\"https:\/\/policy.bristoluniversitypress.co.uk\/children-and-young-peoples-participation-in-disaster-risk-reduction\" target=\"_blank\" rel=\"noopener\">Children and Young People&#8217;s Participation in Disaster Risk Reduction: Agency and Resilience<\/a>. Policy Press.\u00a0<\/span><\/li>\n<\/ul>\n<p style=\"padding-left: 30px\"><i style=\"font-size: 12pt\">This book,\u00a0<\/i><span style=\"font-size: medium\"><i>produced<\/i><\/span><i style=\"font-size: 12pt\">\u00a0by the CUIDAR project team, argues for a radical transformation in children\u2019s roles and voices in disasters. It shows practitioners, policy-makers and researchers how more child-centred disaster management, that recognises children\u2019s capacity to enhance disaster resilience, actually benefits at-risk communities as a whole.<\/i><\/p>\n<ul>\n<li><span style=\"font-size: 12pt\">Mort, M. (2019). <a href=\"https:\/\/www.preventionweb.net\/publications\/view\/67704\" target=\"_blank\" rel=\"noopener noreferrer\">Engagement case study &#8211; CUIDAR framework for child- and youth-centred disaster management planning<\/a>. <em>On the Frontline of Disaster Risk Reduction and Resilience: Children and Youth Engagement Guide for Implementing the Sendai Framework for Disaster Risk Reduction 2015-2030. <\/em>UN Office for Disaster Risk Reduction, p.66.\u00a0<\/span><\/li>\n<\/ul>\n<p style=\"padding-left: 30px\"><span style=\"font-size: 12pt\"><em>Our case study features in this publication to guide experts and policymakers, technical working groups, international and non-governmental organisations in their work to reduce disaster risk and build resilience.<\/em><\/span><\/p>\n<ul>\n<li><span style=\"font-size: 12pt\">Mort, M. &amp; Lloyd Williams, A. (2019). <a href=\"https:\/\/hazards.colorado.edu\/news\/research-counts\/special-collection\/the-role-of-children-in-creating-culturally-sensitive-disaster-management\" target=\"_blank\" rel=\"noopener noreferrer\">The role of children in creating culturally sensitive disaster management<\/a>. <em>Research Counts<\/em>. Children and Disasters Special Collection. University of Colorado at Boulder: Natural Hazards Center.<\/span><\/li>\n<\/ul>\n<p style=\"padding-left: 30px\"><span style=\"font-size: 12pt\"><em><em>This article is aimed at emergency managers, public health practitioners, policymakers, journalists and others who can implement and amplify the findings from our disaster research with children<\/em>.<\/em><\/span><\/p>\n<ul>\n<li><span style=\"font-size: 12pt\">Mort, M., Walker, M., Lloyd Williams, A., &amp; Bingley, A. (2018). <a href=\"http:\/\/wp.lancs.ac.uk\/floodarchive\/files\/2018\/10\/Displaced-Mort-et-al.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Displacement: critical insights from flood-affected children<\/a>. <em>Health and Place<\/em> 52, pp.148-154.<\/span><\/li>\n<\/ul>\n<p style=\"padding-left: 30px\"><span style=\"font-size: 12pt\"><em>This paper draws on case studies of several of the children and young people we worked with during the Children, Young People and Flooding project to discuss how flooding causes multiple losses and affects children\u2019s relationship with place and space.<\/em><\/span><\/p>\n<ul>\n<li><span style=\"font-size: 12pt\">Mort, M., Walker, M., Lloyd Williams, A. &amp; Bingley, A. (2018).<a href=\"http:\/\/journals.sagepub.com\/home\/epc\" target=\"_blank\" rel=\"noopener noreferrer\"> From victims to actors: the role of children and young people in flood recovery and resilience<\/a>. <em>Environment and Planning C: Politics and Space<\/em>, 36:3, pp.423-442.<\/span><\/li>\n<\/ul>\n<p style=\"padding-left: 30px\"><span style=\"font-size: 12pt\"><em>This article draws on our Children, Young People and Flooding project report to make a case for including children and young people in policymaking in UK flood risk management.<\/em><\/span><\/p>\n<ul>\n<li><span style=\"font-size: 12pt\">Easthope, L. (2018). <em>The Recovery Myth: The Plans and Situated Realities of Post Disaster Response<\/em>. London: Palgrave Macmillan.<\/span><\/li>\n<\/ul>\n<p style=\"padding-left: 30px\"><span style=\"font-size: 12pt\"><em>This book provides an innovative re-examination of the \u2018recovery\u2019 phase of a disaster. Drawing on two decades\u2019 of work, the book develops an ethnography of the residents and responders in one flooded village and applies this to other cases of UK flooding, as well as to post-disaster recovery in New Zealand. The book shows how localised emergency responders find ways to collaborate with residents, and how an informal network uses nationally generated instruments differently to co-produce regeneration within a community. The book considers the plethora of government instruments which have been produced to affect recovery, including checklists, templates and guidance documents, and discusses approaches to community resilience and recovery risk management.<\/em><\/span><\/p>\n<ul>\n<li><span style=\"font-size: 12pt\">Lloyd Williams, A., Bingley, A., Walker, M., Mort, M., &amp; Howells, V. (2017). <a href=\"http:\/\/www.journals.berghahnbooks.com\/transfers\/\" target=\"_blank\" rel=\"noopener noreferrer\">\u201cThat\u2019s where I first saw the water&#8230;\u201d: mobilizing children\u2019s voices in UK flood risk management.<\/a> <em>Transfers: Interdisciplinary Journal of Mobility Studies<\/em> 7:3, pp.76-93.<\/span><\/li>\n<\/ul>\n<p style=\"padding-left: 30px\"><span style=\"font-size: 12pt\"><em>This paper brings together the interdisciplines of performance studies, disaster studies and mobilities studies to argue that flood-affected children can mobilise and be mobilised by performance-based methods. We suggest that these methods help children\u2019s voices to \u2018travel\u2019 and support them to become change agents in disaster planning.<\/em><\/span><\/p>\n<ul>\n<li><span style=\"font-size: 12pt\">Medd, W., Deeming, H., Walker, G., Whittle, R., Mort, M., Twigger-Ross, C., Walker, M., Watson, N., &amp; Kashefi, E. (2015).\u00a0<a href=\"https:\/\/onlinelibrary.wiley.com\/doi\/abs\/10.1111\/jfr3.12098\" target=\"_blank\" rel=\"noopener noreferrer\">The flood recovery gap: a real-time study of local recovery\u00a0following the floods of June 2007 in Hull, North East England<\/a>.\u00a0<em>Journal of Flood Risk Management<\/em>,\u00a08:4, pp.315-328.<\/span><\/li>\n<\/ul>\n<p style=\"padding-left: 30px\"><span style=\"font-size: 12pt\"><em>This paper reports on the findings of a longitudinal study using an action research model to understand the everyday experiences of individuals following the floods of June 2007 in Hull. The research shows that what happens after a flood in terms of getting your life and your home back on track is often harder for people to deal with than the event itself. The paper argues that recovery involves a more varied process than is assumed and concludes with suggestions for addressing the \u2018recovery gap\u2019.<\/em><\/span><\/p>\n<ul>\n<li><span style=\"font-size: 12pt\">Easthope, L. &amp; Mort, M. (2014). <a href=\"http:\/\/wp.lancs.ac.uk\/floodarchive\/files\/2018\/10\/Easthope-Mort-Technologies-of-recovery.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Technologies of recovery: plans, practices and entangles politics in disaster.<\/a> The Sociological Review, 62:S1, pp.135-158.<\/span><\/li>\n<\/ul>\n<p style=\"padding-left: 30px\"><span style=\"font-size: 12pt\"><em>Recovery practices following the loss of home, sense of security, space and possessions, have recently become a focus of government attention. How people recover from disasters is seen to have a direct bearing on individual, community and economic well-being. A raft of instruments: templates, checklists and guidance documents have been produced to instigate recovery, which work within a wider context of disaster planning to create order where much is uncertain, reactive and dependent on emerging relationships. While such instruments are not necessarily unwelcome, they carry many assumptions. We show how they are built from official narratives that are often remote from situated practices or recovery-in-place. From a five-year study of a flooded community in South Yorkshire and the development of government recovery guidance, it became clear that such protocols became transformed locally when enacted by newly formed collaborations of residents and local responders. In this way, operating alongside, and sometimes underneath the official response, residents and local responders demonstrated a remaking of the politics of recovery.<\/em><\/span><\/p>\n<ul>\n<li><span style=\"font-size: 12pt\">Whittle, R., Medd, W., Mort, M., Deeming, H., Walker, M., Twigger-Ross, C., Walker, G. &amp; Watson, N. (2014). Placing the flood recovery process. In: I. Convery, G. Corsane &amp; P. Davis (Eds). <em>Displaced Heritage &#8211; Responses to Disaster, Trauma and Loss<\/em>. Woodbridge: The Boydell Press, pp. 199-206, ISBN: 9781843839637.<\/span><\/li>\n<\/ul>\n<p style=\"padding-left: 30px\"><span style=\"font-size: 12pt\"><em>This chapter &#8216;Placing the flood recovery process&#8217;\u00a0is part of the section looking at\u00a0&#8216;Displaced\u00a0Heritage: Lived Realities, Local Experiences&#8217;. The chapter reports on the findings of the longitudinal study of people&#8217;s recovery from the floods of June 2007 in Kingston-upon-Hull, UK\u00a0in which over 8,600 households were affected. The chapter begins by exploring the ways in which the policy and research literature\u00a0describes the recovery process, and\u00a0then moves on to the experiences of the Hull residents.\u00a0\u00a0It argues that if we want to understand the recovery\u00a0process then it is essential to think about what it is that is being recovered.\u00a0<\/em><\/span><\/p>\n<ul>\n<li><span style=\"font-size: 12pt\">Walker, M., Whittle, R., Medd, W., Burningham, K., Moran-Ellis, J. &amp; Tapsell, S. (2012). <a href=\"http:\/\/wp.lancs.ac.uk\/floodarchive\/files\/2018\/10\/It-came-up-to-here-Walker-et-al.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">\u2018It came up to here\u2019: learning from children\u2019s flood narratives<\/a>.\u00a0<em>Children\u2019s Geographies<\/em>, 10:2, pp.135-150.<\/span><\/li>\n<\/ul>\n<p style=\"padding-left: 30px\"><span style=\"font-size: 12pt\"><em>The growing body of literature that seeks to understand the social impact of flooding has failed to recognise the value of children\u2019s knowledge in understanding the impact of flood. This paper argues, through a case study with flood-affected children in Hull, the significance of children\u2019s accounts. More specifically the paper identifies first, how children have specific flood experiences that need to be understood in their own right, and second, how through children\u2019s accounts we can understand more about the nature of flood and the flood recovery process.<\/em><\/span><\/p>\n<ul>\n<li><span style=\"font-size: 12pt\">Whittle, R., Walker, M., Medd, W. &amp; Mort, M. (2012). <a href=\"http:\/\/wp.lancs.ac.uk\/floodarchive\/files\/2018\/10\/Flood-of-Emotions-Whittle-et-al.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Flood of emotions: Emotional work and long-term disaster recovery<\/a>.\u00a0<em>Emotion, Space and Society<\/em>\u00a05, pp.60-69.<\/span><\/li>\n<\/ul>\n<p style=\"padding-left: 30px\"><span style=\"font-size: 12pt\"><em>This paper uses concepts of emotion work and emotional labour to explore people\u2019s experiences of the long-term disaster recovery process. It draws on data taken from two qualitative research projects which looked at adults\u2019 and children\u2019s recovery from the floods of June 2007 in Hull, UK. The paper argues that the emotional work of recovery cannot be separated from the physical and practical work of recovering the built environment. It shows that a focus on emotion work can lead to a more nuanced understanding of what recovery actually means and who is involved, leading to the identification of hidden vulnerabilities\u00a0<\/em><em>and a better understanding of the longer timescales involved in the process.<\/em><\/span><\/p>\n<ul>\n<li><span style=\"font-size: 12pt\">Whittle, R., Walker M. &amp; Medd, W. (2011). <a href=\"http:\/\/wp.lancs.ac.uk\/floodarchive\/files\/2018\/10\/Suitcases-storyboards-Newsround-Whittle-et-al.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Suitcases, storyboards and Newsround: exploring impact and dissemination in Hull<\/a>, <em>Area<\/em>, 43:4, pp.477-487.<\/span><\/li>\n<\/ul>\n<p style=\"padding-left: 30px\"><span style=\"font-size: 12pt\"><em>Dissemination is a vital but neglected component of research with children. Drawing on our experiences working with 46 flood-affected children and young people we evaluate the evolution of a creative methodology for disseminating research results to non-academic audiences in tandem with the participants. Reflecting on the strengths and weaknesses of this process, we highlight three key conclusions: the importance of reciprocity in research, the necessity of taking a creative, active approach to dissemination, and the role of dissemination in providing a means by which other issues can be explored.<\/em><\/span><\/p>\n<ul>\n<li><span style=\"font-size: 12pt\">Walker, G., Whittle, R., Medd, W. &amp; Walker, M. (2011). <a href=\"http:\/\/wp.lancs.ac.uk\/floodarchive\/files\/2018\/10\/Assembling-the-flood-Walker-et-al.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Assembling the flood: producing spaces of bad water in the city of Hull<\/a>.\u00a0<em>Environment and Planning A Special Edition<\/em>, 43:10, pp.2304-2320.<\/span><\/li>\n<\/ul>\n<p style=\"padding-left: 30px\"><span style=\"font-size: 12pt\"><em>This paper approaches flooding as a socio-natural-technical assemblage, a phenomenon that comes into being in relation to the spaces that `bad water&#8217; occupies. We use the case of the major flood in the city of Hull in June 2007, and the accounts of those who experienced it, to follow the flood water into homes and household spaces. Through the analysis of data from two parallel projects examining the experiences of adults and children, we show that the boundaries of the flood remained open, contested and socially complex. Finally, implications are explored in relation to the processes embroiled in producing \u2018flood status\u2019 and the consequences for the actors involved.<\/em><\/span><\/p>\n<ul>\n<li><span style=\"font-size: 12pt\">Sims, R., Medd, W., Mort, M. &amp; Twigger-Ross, C. (2009).<a href=\"http:\/\/wp.lancs.ac.uk\/floodarchive\/files\/2018\/10\/When-a-home-becomes-a-house-Sims-et-al.pdf\"> When a &#8216;home&#8217; becomes a &#8216;house&#8217;: care and caring in the flood recovery process<\/a>.\u00a0<em>Space and Culture<\/em>, 12:3,\u00a0pp.303-316.<\/span><\/li>\n<\/ul>\n<p style=\"padding-left: 30px\"><span style=\"font-size: 12pt\"><em>This article is based on a case study of the summer floods of June 2007 in Hull, Northeast England. We use a real-time, diary-based methodology to document and understand the everyday experiences of individuals following the floods.\u00a0 We ask what can we can learn about caring when the home is disrupted. Focusing on the diaries, we explore what flood reveals about the emotional and physical landscapes of caring in the context of recovery and illustrate the intimate connections that exist between ideas of dwelling and caring. In drawing on the accounts of carers (who are often also those displaced by flood), we explore the tensions between, and intersections of spaces of care work as these are enacted between the routines of everyday \u2018normal\u2019 life and the specific disruptions generated by flood.<\/em><\/span><\/p>\n<ul>\n<li><span style=\"font-size: 12pt\">Watkins, S. &amp; Whyte, I. (2009). <em>Floods in North West England: a history<\/em> <em>c. 1600-2008.<\/em> Lancaster University: Centre for North-West Regional Studies.<\/span><span style=\"font-size: 12pt\">\u00a0<\/span><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li><span style=\"font-size: 12pt\">Watson, N., Deeming, D. &amp; Treffny, R. (2009). <a href=\"http:\/\/wp.lancs.ac.uk\/floodarchive\/files\/2018\/12\/Watson09_Art2-3_Final.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Beyond Bureaucracy? Assessing institutional change in the governance of water in England<\/a>. <em>Water Alternatives<\/em>, 2:3, pp.448-460.<\/span><span style=\"font-size: 12pt\">\u00a0<\/span><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li><span style=\"font-size: 12pt\">Deeming, H. (2008).\u00a0<a href=\"http:\/\/wp.lancs.ac.uk\/floodarchive\/files\/2018\/12\/Thesis_Deeming_Final-221208.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><em>Increasing resilience to storm-surge flooding: risks, <\/em><em>trust and social networks.<\/em><\/a>\u00a0Geography Thesis. Lancaster, UK: Lancaster University.<\/span><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Here are a number of articles and books arising from Lancaster University&#8217;s research into the social effects of flooding and children&#8217;s role in Disaster Risk Reduction: Mort, M., Rodriguez-Giralt, I. &amp; Delicado, A. (2020). Children and Young People&#8217;s Participation in &hellip; <a href=\"https:\/\/wp.lancs.ac.uk\/floodarchive\/resources\/books-and-articles\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":368,"featured_media":0,"parent":13,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"jetpack_post_was_ever_published":false,"footnotes":""},"tags":[9,16,20,3,4],"class_list":["post-95","page","type-page","status-publish","hentry","tag-children-young-people","tag-data","tag-hull","tag-recovery","tag-resilience"],"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/Pa0Enl-1x","_links":{"self":[{"href":"https:\/\/wp.lancs.ac.uk\/floodarchive\/wp-json\/wp\/v2\/pages\/95","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/wp.lancs.ac.uk\/floodarchive\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/wp.lancs.ac.uk\/floodarchive\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/wp.lancs.ac.uk\/floodarchive\/wp-json\/wp\/v2\/users\/368"}],"replies":[{"embeddable":true,"href":"https:\/\/wp.lancs.ac.uk\/floodarchive\/wp-json\/wp\/v2\/comments?post=95"}],"version-history":[{"count":62,"href":"https:\/\/wp.lancs.ac.uk\/floodarchive\/wp-json\/wp\/v2\/pages\/95\/revisions"}],"predecessor-version":[{"id":1800,"href":"https:\/\/wp.lancs.ac.uk\/floodarchive\/wp-json\/wp\/v2\/pages\/95\/revisions\/1800"}],"up":[{"embeddable":true,"href":"https:\/\/wp.lancs.ac.uk\/floodarchive\/wp-json\/wp\/v2\/pages\/13"}],"wp:attachment":[{"href":"https:\/\/wp.lancs.ac.uk\/floodarchive\/wp-json\/wp\/v2\/media?parent=95"}],"wp:term":[{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/wp.lancs.ac.uk\/floodarchive\/wp-json\/wp\/v2\/tags?post=95"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}