Abstract
The aim of this paper is to clarify how the schools that suffered the effects of the Great East Japan Earthquake have transformed their pedagogy, in relation to the response to disaster risk. After the traditional risks in the immediate aftermath of the disaster had settled, many teachers were concerned about the modern type risks, i.e. that the disaster might have hampered children's growth and development. Although de-context-oriented Pedagogy, which is test-oriented pedagogy, was dominant, context-oriented Pedagogy, which tackled the earthquake issue, took prominence for a while after the earthquake. However, it has become increasingly difficult to maintain this, and modern type risks are now dealt with only outside the formal curriculum. The direct cause of this was the movement of teachers who took the lead in tackling the earthquake problem to other schools, but more fundamentally, this was due to the social context created by education and social policies: （1） emphasis on psychological responses and the attribution of psychological risks to school counselors; （2） weakening of teachers' discretion due to educational reforms since the 1990s; and （3） weakening of local communities due to delays in reconstruction policies. Finally, the condition for reviving the context-oriented pedagogy is shown.
