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I consider the following question: given my commitment to creating an inclusive classroom environment where students of all backgrounds and skill levels can feel comfortable taking emotional and intellectual risks, how do I responsibly teach a course on American Life Writing in which students both read and write narratives of trauma, many of which stem from gender-based violence? With the rise of the #MeToo movement, especially, many survivors of this kind of violence feel compelled to share their stories as a way to heal themselves and to create communities of care and support. In some cases, this kind of disclosure can be restorative. But it is also important to recognize that sharing one's narrative of trauma does not always serve as a path to healing and wholeness. There is also power in choosing to tell part of one's story, sharing one's story only with a certain audience, or not disclosing one's story at all. The works that I assign in the seminar highlight these different paths to healing and model for students the ways in which a confessional model is not the only model for dealing with trauma. In this chapter, I first describe how feminist pedagogy shapes my teaching. Then I outline my approach to teaching life writing, focusing on how I teach texts that highlight trauma and how I teach the personal narrative assignment. Finally, I reflect on how these pedagogical practices might inform our larger conversations about gendered oppression, trauma, and healing.

The human efforts to be prepared better for the future challenges of natural disasters go back ages. Natural disasters occur when a natural event, such as an earthquake, triggers the social vulnerability. These natural disasters kill thousands of people worldwide annually and cause economic losses in millions of dollars. Moreover, the global cost of natural disasters has increased substantially, and mega-disasters occur when the need for recovery truly becomes national or international. There are several trends in nature and society, which suggest that this pattern may continue, with mega-disasters occurring more frequently in the future. In the past 100 years, the number of disasters and the number of people affected by these disasters have exponentially up surged. Thus, there is no other way to improve preparedness in a meaningful or diverse future-oriented manner.

This paper focuses on how to design and customize a conceptual foresight model in “disaster risk management” in Iran, and offers an executive model to help decision-makers in disaster management, through which an appropriate practical framework for the implementation of foresight has been developed.

The model has presented a possible framework for implementing a foresight practice within the context of disaster management. This paper particularly addresses different elements of a customized model, developed through a substantial literature review and comparative study for defining the suitable model in the disaster management context. The final model is validated using two rounds of the Delphi method, with the participation of national disaster management experts, practitioners and scientists.

Although the whole model could be used all around the world, the main source of data validating the proposed model is limited to the expert’s opinions in a developing country (I. R. Iran.) and the geographical conditions of Iran are considered as a core of attention in response to natural disasters. Based on the indicators for choosing Delphi participants and experts, only 43 qualified experts are selected to validate the model. The main focus of this research is on natural disasters issues.

This study showed that while there has been a scattered global effort to recognize the increasing uncertainties in diverse disciplines, very little work in academic foresight has been undertaken to identify how it could be implemented. In particular, a series of factors in foresight processes is identified based on the comparative study and some additional elements are added to precisely identify the disaster management context and the most suitable model for national foresight implementation in disaster management.

The main value of this research paper is to clarify the exact relationship between the two interdisciplinary fields; the relationship between the key concepts of “futures studies” and “disaster management” has been thoroughly established. Also, a specific conceptual model for enriching the “pre-foresight” stage and selecting a proper “foresight approach” in “disaster management” is provided. This model has been validated through two rounds of the Delphi method. Finally, a cumulative framework of foresight patterns that includes the new model is presented to be applied in areas especially related to “natural disaster management”.