Local awareness, extracurricular activities, and youth identity: centering students' voices for Anthropocene pedagogy in Indonesia.
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| Title: | Local awareness, extracurricular activities, and youth identity: centering students' voices for Anthropocene pedagogy in Indonesia. |
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| Authors: | Sakhiyya, Zulfa1 (AUTHOR), Mahaswa, Rangga Kala2 (AUTHOR) mahaswa@ugm.ac.id, Azis, Abdul3 (AUTHOR) |
| Source: | Environmental Education Research. Apr2026, Vol. 32 Issue 4, p1128-1146. 19p. |
| Subject Terms: | *Student activities, *Youth culture, *Climate change education, *Environmental education, *Student engagement, *Environmental literacy, Local knowledge, Environmental activism |
| Geographic Terms: | Indonesia |
| Abstract: | Increasing environmental issues call for more innovative approaches to raise ecological awareness through education. Whose voices set the agenda for environmental education? This study responds by listening to students' voices and argues that it is the students' voices that ought to be the center of environmental education. While centering students' voices in realizing Anthropocene pedagogy may appear utopian, we seek to reimagine public education as a space for cultivating ecological consciousness and critically examining the entanglement of human values within broader socio-ecological systems. Our findings reveal three bottom-up insights into employing Anthropocene pedagogy by emphasizing students' locality, embracing extracurricular activities, and acknowledging youth identity in climate activism. Realizing such a pedagogy remains constrained by rigid curriculum structures, limited resources, and lack of platforms for student engagement. More autonomy should be given to schools and teachers to integrate local knowledge and create spaces for climate activism. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Increasing environmental issues call for more innovative approaches to raise ecological awareness through education. Whose voices set the agenda for environmental education? This study responds by listening to students' voices and argues that it is the students' voices that ought to be the center of environmental education. While centering students' voices in realizing Anthropocene pedagogy may appear utopian, we seek to reimagine public education as a space for cultivating ecological consciousness and critically examining the entanglement of human values within broader socio-ecological systems. Our findings reveal three bottom-up insights into employing Anthropocene pedagogy by emphasizing students' locality, embracing extracurricular activities, and acknowledging youth identity in climate activism. Realizing such a pedagogy remains constrained by rigid curriculum structures, limited resources, and lack of platforms for student engagement. More autonomy should be given to schools and teachers to integrate local knowledge and create spaces for climate activism. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 13504622 |
| DOI: | 10.1080/13504622.2025.2529545 |
