InTeGrate Modules and Courses >Coastal Processes, Hazards and Society > Student Materials > Module 12: Sea level rise policy > Considering Views of Vulnerable Stakeholders > Symbolic and Cultural Considerations
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These materials are part of a collection of classroom-tested modules and courses developed by InTeGrate. The materials engage students in understanding the earth system as it intertwines with key societal issues. The collection is freely available and ready to be adapted by undergraduate educators across a range of courses including: general education or majors courses in Earth-focused disciplines such as geoscience or environmental science, social science, engineering, and other sciences, as well as courses for interdisciplinary programs.
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Symbolic and Cultural Considerations

Several factors can complicate the use of vulnerability to prioritize areas for protection. A vulnerability assessment may not capture the symbolic or cultural importance of community landmarks, which can be difficult to measure or compare from place to place. Community surveys or qualitative rankings (such as those performed using a subjective scoring system in qualitative cost-benefit analysis, as discussed above) can give a sense of how strongly a community values such landmarks. These surveys and rankings may reveal a consensus about the importance of these landmarks. But they can also uncover deep cultural divides about their value: a building that is a treasured part of the history or identity of one stakeholder group may be an eyesore for another.

Moreover, even within a vulnerability framework, different stakeholders may emphasize different dimensions of vulnerability, leading to disagreements about how to prioritize protections. For example, one stakeholder group may advocate prioritizing protection for areas where the dollar value of exposed infrastructure is highest, another may suggest prioritizing protection for sensitive infrastructure such as water treatment plants, while a third may prefer giving priority to assisting persons with low adaptive capacity (such as many of the poor and elderly). In some cases, communities may be able to combine protection strategies to address the priorities and vulnerabilities of multiple stakeholders; in other cases, cost-benefit analysis may need to be used with public deliberation to identify which people and places should be protected first, and which strategies should be used to protect them.


These materials are part of a collection of classroom-tested modules and courses developed by InTeGrate. The materials engage students in understanding the earth system as it intertwines with key societal issues. The collection is freely available and ready to be adapted by undergraduate educators across a range of courses including: general education or majors courses in Earth-focused disciplines such as geoscience or environmental science, social science, engineering, and other sciences, as well as courses for interdisciplinary programs.
Explore the Collection »