Local Response to Forced Adaptation Challenges: Lessons from a Post-flooding School Rebuilding Controversy

Abstract

This study focuses on school rebuilding experiences in a distressed rural county in the wake of severe flooding. While considering scholarly literature, and making use of relevant public records and media coverage, the centerpiece of this qualitative study is an analysis of 391 public comments made in response to proposed rebuilding plans. The study focuses on how the schools rebuilding debate was socially constructed in response to the flood and in a time of growing awareness of climate change. The findings suggest that the debate was framed along lines familiar to rural school closure and consolidation controversies in general and in context of underlying political and social conditions specific to the county. Themes of power and powerlessness, fairness and justice, and community identity and viability were predominant. Specific discussion of climate change and associated themes was notably absent in the public comments. The findings suggest that existing sociopolitical context and policy domains may shape the consideration of new adaptation choices, whether forced by immediate events such as a natural disaster, or influenced by longer term concerns relating to climate change.