In recent years, with the multiculturalization of local communities and the increasing frequency and severity of disasters, a paradigm shift in local disaster management in a multicultural society is required. The challenge has shifted from the traditional "how to save foreigners in times of disaster" to "how to build mutual support relationships with foreigners in local communities". Therefore, this study conducted interviews with key persons in the local community with the aim of clarifying the formation process of mutual support networks with foreigners. Analysis using the Modified Grounded Theory Approach (M-GTA) revealed that it is effective to incorporate the perspective of disaster reduction not only in disaster reduction activities in a narrow sense, but also in local Japanese language classes and international exchange activities in which foreign residents participate. In addition, the "a place where you can be yourself" perspective can be utilized not only in disaster education for foreigners, but also in disaster education for Japanese people, when considering proactive disaster prevention activities.

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The purpose of this study was to examine the educational effects of a mock tour of the Arahama Elementary School, a post-disaster site, on March 11, a day proposed as a "Day for Disaster Prevention Education and Disaster Lore" for third-grade students of elementary schools outside the disaster area. As a result of the research, we were able to suggest the possibility of fostering a "proactive attitude toward learning," which is one of the goals of safety education. Furthermore, even at the third grade level of elementary school in an area that has never experienced an earthquake or tsunami and is far away from the Great East Japan Earthquake in terms of both distance and time, the activity of conducting a mock tour of the disaster site Arahama Elementary School suggested that it is possible to give students the perspective of thinking about tsunami and its response as if it were their own personal experience.

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[in Japanese]

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This study aims to present a practical model to implement both school disaster management and education to reduce the risk of flood disaster. A case study was conducted at Oyachi Elementary School in Ishinomaki City, Miaygi Prefecture, Japan located in the flood risk zone near by the Kitakami River. The pre-and-post lecture interviews indicated that the students gained the understanding of the relationship between predicted flood heights and the stories of the designated shelter buildings through the disaster education program. Additional interviews were conducted by the students to their family members. A school disaster manual may be improved and become more effective through sharing information between school, family and local community, and building a consensus among the stakeholders. This case study suggested the importance of the timing and criteria for the beginning of the emergency evacuation.

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