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At the global level, disaster risk finance (DRF) is playing an increasingly prominent role in the international agendas for climate change adaptation. However, before implementing such agendas, it is essential to understand the needs and limitations of DRF in the subnational context where they need to impact. This research aims to gain insights into the perspectives of community and governmental actors in Colombia regarding DRF. Its goal is to promote the specific design of collaborative educational and technical assistance processes that consider their interests in the subject and the cultural diversity of the territories.

To achieve this, semi-structured interviews were conducted, and the findings were organized to highlight key aspects that help to understand DRF perspectives in the Colombian context.

It was found that the most significant limitations of implementing DRF include a lack of knowledge on the topic, corruption that encourages a reactive approach and the absence of economic resources. Concerns have emerged regarding the possibility of climate risk insurance becoming a profit-driven enterprise and the potential development of dependency behaviors within community groups, leading to maladaptation and moral hazard. Similarly, the implementation of DRF through foreign funds has raised concerns about the loss of territorial sovereignty and autonomy.

This is one of the first studies that carry out this kind of research and contributes to the formulation of inclusive public policies for DRF in different contexts worldwide.

The objective of this study was to investigate how participatory 3D mapping can promote local intergenerational engagement for disaster risk reduction.

This investigation was carried out in the city of São Luiz do Paraitinga, Brazil, where a low-cost participatory 3D model (P3DM) was used together with secondary methods (semi-structured interviews, round tables, discussions and presentations) to engage three local focus groups (the general public, high school employees and children) to visualize and interpret local hazards, vulnerabilities, capacities and risk mitigation measures.

Participants played with a 3D model, using it to express their memories about land use changes in the city and to share their knowledge about past disasters with children that have not faced them. They identified the impacts of the previous disasters and came up with proposals of risk mitigation measures, mostly non-structural.

When applied in a way that allows spontaneous and open public participation, the participatory 3D model can be a type of disaster imagination game that gives voice to oral histories, local knowledge, and which permits the intergenerational engagement for disaster risk reduction.

The purpose of this study is to encourage graduate students to facilitate a participatory mapping activity with high school students, to have their voices heard in the disaster risk reduction (DRR) agenda.

A participatory mapping, youth-led session, was conducted with 22 high school students, where they had to identify flood and landslide-prone areas. Then, they were asked to propose and plan DRR measures in collaboration with local partners in São Luiz do Paraitinga, Brazil.

The participatory method engaged the graduate students and the high school students in the DRR debate, allowing them to map hazards and vulnerabilities, and to discuss five incubation projects for enhancing DRR in the city.

This research highlights the importance of involving young people in DRR formulation and planning to build local capacities in younger generations. The outputs were shared with the local civil defense and a local non-governmental organization (NGO), who suggested recommendations to improve the five incubation projects.

Rethinking participation in disaster research and practice could be facilitated when practitioners are provided with opportunities to pause and reflect deeply on their work outside of the context of their own individual projects and organizational networks. The article draws from an extended collaboration between researchers from multiple countries and disciplines in a working group, which aimed at exploring ethics, participation and power in disaster management.

Under responsible engineering science and technology for disaster risk management, the authors undertook weekly meetings over four months to discuss various facets of adopting participatory methods in their individual projects in Nepal, India, the Philippines and the USA. The article develops a critical reflection of practice using an auto-ethnographical and poly-vocal approach.

The voluntary, digital, sustained, unstructured, recurring and inter-disciplinary characteristics of the authors' working group created an opportunity for researchers and practitioners from different fields and different national, cultural and linguistic backgrounds to come together and collectively issues related to participation, ethics and power.

In the paper, the authors do not offer a systematic evaluation of what was a fairly unique process. The paper offers no evaluation of the working group or others like it that focus on questions of replicability, scale and sustainability.

To the best of the authors' knowledge, the current work is a unique paper that focuses on situating multi-disciplinary practice within disaster risk management (DRM) and enhancing networks, capacities and expertise for professional education for engineers, physical and social scientists who are involved in research and practice. The polyvocal character of the presentation will help readers access the particular experiences of the participants, which reflect the deeply personal character of the subject matter.

This paper presents the experience of co-researching with persons with disabilities in Water, Sanitation and Hygiene (WASH) humanitarian programming using participatory methods that enable empowerment.

This paper focuses on methods that ensure the active participation of persons with disabilities as co-researchers. These methods include building the capacity of persons with disabilities on the research topic and instruments, pre-interview role-plays, field pilot testing, post-data collection debriefing and reflective learning through writing learning diaries.

This research shows that persons with disabilities have the drive and capacity to contribute to research. Methods such as continuous engagement, capacity building and feedback mechanisms are essential for their participation and influence in the research production process. These methods can provide empowering experiences for persons with disabilities. However, they are often time-consuming and can be convoluted.

Research conducted with persons with disabilities in disaster and humanitarian studies is still scarce. Consequently, resources on inclusive and participatory methodology involving persons with disabilities are minimal. Therefore, this article contributes to addressing this knowledge gap.