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The disaster risk reduction (DRR) community tends to treat disasters and risks in a managerial and technocratic way, thereby disregarding the highly political nature of DRR. An alternative epistemology of disasters, as “matters of concern”, is proposed and tested. Mobilizing concepts from Chantal Mouffe and Bruno Latour, this paper illustrates how DRR can be transformed into a public issue. It is argued that education and policymaking on DRR would benefit from a recognition of the hybrid nature of disasters. A serious game is used to investigate proposed epistemology. The board game simulates political decision-making on the reduction of risks due to floods and landslides in South-West Uganda. It is hypothesized that the game can generate an ideal speech scenario that fosters discussions among players and possibly even creates a space of political confrontation. Discussions during ten gameplays have been recorded, transcribed and analyzed (1) to understand how the dominant epistemology facilitates an apolitical approach to disasters and (2) to understand the process of politicization and de-politicization brought about when playing the board game in order to derive recommendations for future tools to facilitate a political appreciation of disasters. Our results indicate that participants effectively experience affects, power relations and confrontations during the game, but that a call for consensus and technical solutions is used by the players to close the discussions and move on with concrete solutions. Insights from this paper contribute to understanding why DRR is frequently treated as a technical issue in local and international disaster governance. Epistemology and approaches proposed in this paper are expected to stimulate innovative experiments towards a more political approach to DRR education and policy.

Effective disaster risk reduction (DRR) presupposes awareness among key stakeholders on the causal factors that exacerbate disaster risks as well as a feeling of ownership over proposed DRR measures. Yet, the prevailing top-down communication of risk and the expert-centered knowledge have a limited impact in bringing significant positive change. Serious games respond to the need for a community-based DRR approach as they encourage a collective recognition of societal issues and co-learning at the different levels of the DRR governance system. However, there is still a gap in understanding how serious games facilitate co-creation of knowledge. In this article, we introduce DisCoord, a serious game first implemented in the landslide- and flood-prone Rwenzori mountains in South-West Uganda. Designed as a public pedagogy tool, Discoord bridges diverse views and sets of knowledge of DRR stakeholders separated by spatial and socio-cultural domains. Secondly, through a qualitative analysis of the dialogues, narratives and observation notes during the actual game sessions and debriefings, we explored the factors and processes that influence knowledge co-creation. Three different knowledge actors are involved in the co-creation process, namely the game designers, game facilitators and players. These actors have diverse pre-game views, which are expressed through the game rules, arguments, game strategies, and game outcomes, and are confronted within the public space provided by the game. We find that crises experienced during the game, real-life based arguments provided by the players and own interpretations by the players are key factors in the co-creation process. This study leads us to conclude that games like DisCoord are useful as a public pedagogy intervention as they bring different forms of knowledge together in a public space and facilitate co-learning. This paper also contends that countering a top-down approach of risk communication using a public pedagogy approach requires an openness towards the unpredictable, de-centered DRR, and plural co-learning outcomes.

The disaster risk reduction (DRR) community tends to treat disasters and risk in a managerial and technocratic way, thereby disregarding the highly political nature of DRR. An alternative epistemology of disasters, as matters of concern, is proposed and tested. Mobilizing concepts from Chantal Mouffe and Bruno Latour, this paper illustrates how DRR can be transformed into a public issue. It is argued that education and policy making on DRR would benefit from a recognition of the hybrid nature of disasters. A serious game is used to test proposed epistemology. The board game simulates political decision making on the reduction of risks due to floods and landslides in West Uganda. It is hypothesized that the game can generate an ideal speech scenario that fosters discussions among players and possibly even creates a space of political confrontation. Discussions during ten gameplays in South-West Uganda have been recorded and transcribed. Participants effectively experience affects, power relations and confrontations during the game, but a call for consensus and technical solutions are sometimes used to prematurely close the discussions and move on with concrete solutions. Insights from this paper contribute to understanding why DRR is frequently treated as a technical issue in local and international disaster governance. Proposed epistemology and approaches are expected to stimulate innovative experiments towards a more political approach of DRR education and policy.

Effective disaster risk reduction (DRR) presupposes awareness among key stakeholders on the causal factors that exacerbate disaster risks as well as a feeling of ownership over proposed DRR measures. Yet, the prevailing top-down communication of risk and the expert-centered knowledge have a limited impact in bringing significant positive change. Serious games respond to the need for a community-based DRR approach as they encourage a collective recognition of societal issues and co-learning at the different levels of the DRR governance system. However, there is still a gap in understanding how serious games facilitate co-creation of knowledge. In this article, we first introduce a serious game, called DisCoord, as a public pedagogy tool that bridges diverse views and sets of knowledge of DRR stakeholders separated by spatial and socio-cultural domains. Second, through a qualitative method of analysis of the 10 game sessions in Uganda, we examine the factors and processes that influence knowledge co-creation. The game actors – game designers, game facilitators and players – primarily steer and influence the co-creation process. These actors have diverse pre-game views, which are expressed through the game rules, arguments, game strategies, and game outcomes, and are confronted within the public space provided by the game. We find that crises experienced during the game, real-life based arguments provided by the players and own interpretations by the players are key factors in the co-creation process. This study leads us to conclude that games like DisCoord are useful as public pedagogy intervention as they bring different forms of knowledge together in a public space and facilitate co-learning. This paper also contends that countering a top-down approach of risk communication using a public pedagogy approach requires an openness towards the unpredictable, de-centered DRR, and plural co-learning outcomes.