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 |
|---|---|
| Language: | English |
| Authors: | Zulfa Sakhiyya (ORCID |
| Source: | Environmental Education Research. 2026 32(4):1128-1146. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Foreign Countries, Extracurricular Activities, Student Attitudes, Environmental Education, Consciousness Raising, Student Centered Learning, Values, Activism, Indigenous Knowledge, High School Students |
| Geographic Terms: | Indonesia |
| DOI: | 10.1080/13504622.2025.2529545 |
| ISSN: | 1350-4622 1469-5871 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503267 |
| Database: | ERIC |
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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwHdBJr_za2Jkuy3kSdGzyP5AAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDBkRkMXhMs2BgTtxIQIBEICBmnSCG85NHgxl5wmYEFw-y5KadzlXIis-4DVhqhQgTMm_ZU3I5eaDMsl4olpiyARRSYHA3BSbItLNsdc9na67orXsBywM8SZop6MAgFGIP8IkMqcPNdBXzogYKdeP5DtXFQ-BfNtpcVF1eanaRYhuUNAubZUmJcW8F3DOt24waeS2uErvsqs4QBjMKuGJGEaUfBOtKTZcOMIcyHw= Text: Availability: 1 Value: <anid>AN0192584636;eed01apr.26;2026Mar31.02:40;v2.2.500</anid> <title id="AN0192584636-1">Local awareness, extracurricular activities, and youth identity: centering students' voices for Anthropocene pedagogy in Indonesia </title> <p>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.</p> <p>Keywords: Anthropocene pedagogy; critical pedagogy; youth; students' voices; Indonesia</p> <hd id="AN0192584636-2">Introduction</hd> <p>Contemporary critical scholars have called for the identification and advancement of innovative approaches to raising ecological awareness through education (Bryan [<reflink idref="bib6" id="ref1">6</reflink>]; Monroe et al. [<reflink idref="bib27" id="ref2">27</reflink>]). In this post-Covid world, the hope for education goes beyond anthropocentric and reductionist epistemologies that can nurture more ecologically new ways of being, living, and caring about nonhumans in a new geological context, usually called the Anthropocene.</p> <p>Modern education systems were born in the Global North in light of the industrial revolution and introduced to the Global South through colonialism (de Sousa Santos [<reflink idref="bib9" id="ref3">9</reflink>]). In both settings, modern education has been predominantly based on anthropocentric, reductionist, and instrumental epistemologies aimed at producing technicians and laborers with exploitation of nature as its by-product. Rather than weaving connections (Monroe et al. [<reflink idref="bib27" id="ref4">27</reflink>]), education has contributed to human alienation from nature (Mycock [<reflink idref="bib28" id="ref5">28</reflink>]; Patel and Ehrenzeller [<reflink idref="bib37" id="ref6">37</reflink>]). Child-centered pedagogy, which was once considered progressive, has reflected an anthropocentric approach to pedagogy as it centers on human activity, while nature is just learned about (Mycock [<reflink idref="bib28" id="ref7">28</reflink>]). Science education, which aims to study nature, is more concerned about students' mere cognitive development by solving scientific puzzles as an intellectual exercise (Gilbert [<reflink idref="bib12" id="ref8">12</reflink>]). Such critiques on public education may contribute to hopelessness, and scholars have begun to look at alternative education providers to shed some light (Patel and Ehrenzeller [<reflink idref="bib37" id="ref9">37</reflink>]; Yakamovich and Wright [<reflink idref="bib62" id="ref10">62</reflink>]). Mycock offers a pedagogical approach that goes beyond humans called 'more-than-human pedagogies' (2020). Drawing upon Deleuze's ontology, more-than-human pedagogy enables children to make sense and re-make 'the worlds we cohabit with other beings, entities and forces' (Mycock [<reflink idref="bib28" id="ref11">28</reflink>], p. 431). Bryan ([<reflink idref="bib6" id="ref12">6</reflink>]) introduces 'pedagogy of the implicated' despite its risks in evoking students' eco-anxiety, where a range of emotions and defences may entail discomfort, guilt, anxiety, grief, despair, and various forms of denial.</p> <p>By listening to students' voices, we respond to Lewis and James ([<reflink idref="bib22" id="ref13">22</reflink>]) question: 'Whose voice sets the agenda for environmental education?' and argue that it is the students' voices that ought to be the center of environmental education. While being mindful of the consequences of modern education in reproducing social and ecological crises, education may hold transformative potential when it is relevant to locality and students' ecological experiences and awareness (Bryan [<reflink idref="bib6" id="ref14">6</reflink>]). Stratford ([<reflink idref="bib56" id="ref15">56</reflink>]) considered education as the main conduit for teaching climate change and raising ecological awareness. Education is located at the nexus between human and more-than-human relationships, and can potentially be tailored to weave connections between humans and nature, the environment, and economics (Monroe et al. [<reflink idref="bib27" id="ref16">27</reflink>]). More specifically, we explored the possibilities of proposing Anthropocene pedagogy by listening to students' voices within the context of Indonesia. While the centering of students' voices in the realization of 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.</p> <p>Anthropocene pedagogy, as we argue, is a specific form of environmental and/or sustainability education that takes a 'critical' approach by foregrounding its connections to the conditions of the Anthropocene epoch and by interrogating the unequal power relations embedded within educational structures. The Anthropocene points to an interconnectedness between environmental education, social and cultural systems (Ritchie [<reflink idref="bib44" id="ref17">44</reflink>]), while also acknowledging the roles of agency in realizing a more transformative (Yakamovich and Wright [<reflink idref="bib62" id="ref18">62</reflink>]) and ecological (Stratford [<reflink idref="bib57" id="ref19">57</reflink>]) approach. As Stein et al. ([<reflink idref="bib55" id="ref20">55</reflink>]) argue, there are more parameters than just environmental concerns, that is social and cultural dimensions intertwined with everyday life, values, identities, and worldviews. These dimensions shape how individuals and communities perceive and respond to environmental issues, making it essential for environmental education to engage with the cultural narratives, historical contexts, and social structures that influence human-environment relationships (Stein et al. [<reflink idref="bib55" id="ref21">55</reflink>]). Without considering these interconnected factors, as Stein et al. ([<reflink idref="bib55" id="ref22">55</reflink>]) have warned, environmental education risks becoming detached from the lived realities of learners and less effective in fostering transformative change.</p> <p>Indonesia provides a fascinating setting to enhance the discussion between education and the Anthropocene because of its ecological profile. Indonesia is an archipelagic country with a significant wealth of biodiversity and has the third largest tropical forest cover in the world. However, from 1990 to 2020, the forest area declined from 65 to 49.1% of the total land area (World Bank [<reflink idref="bib61" id="ref23">61</reflink>]) which impacted biodiversity loss. The country is located within active tectonic plates, which make it vulnerable to climate change. Indonesia produces the fifth largest greenhouse gas (GHG) emissions in the world, with historical emissions of 2.19 Gt CO2eq in 2022. Between 1972 and 2021, CO2 emissions grew substantially from 37.4 to 602.6 million tonnes, increasing at an annual rate. Indonesia's growing middle classes and their consumption styles (Höhne, [<reflink idref="bib16" id="ref24">16</reflink>]) as well as unprecedented deforestation, have contributed to the worsening of environmental issues. There has been emerging literature on environmental education in Indonesia, such as Assaraf et al. ([<reflink idref="bib2" id="ref25">2</reflink>]), Parker and Prabawa-Sear ([<reflink idref="bib35" id="ref26">35</reflink>]), and Parker ([<reflink idref="bib33" id="ref27">33</reflink>], [<reflink idref="bib34" id="ref28">34</reflink>]). Parker ([<reflink idref="bib33" id="ref29">33</reflink>], [<reflink idref="bib34" id="ref30">34</reflink>]) argued that Indonesia needs separate environmental education to address dire environmental problems. Considering the current curriculum structure, which is marked not only by an excessive number of subjects but also by dense and demanding content, we argue otherwise: that Anthropocene pedagogy can be either embedded in relevant subjects, such as science, geography, and even history (of the Earth), or practiced through extracurricular activities as shared by the students. By Anthropocene pedagogy, we mean a pedagogy that facilitates students to not only have direct experience and interaction with nature but also foster new epistemological relations between humans and nature. It may sound utopian in the increasingly commodified and neoliberalized education system, but direct interaction with nature offers a space to develop 'an embodied, affective, experienced, relational sense of becoming-together with other co-inhabitants of the Earth' (Ribó [<reflink idref="bib43" id="ref31">43</reflink>], p. 75). Such experience of direct interaction with nature expands students' imaginations and nurtures curiosity, which goes beyond short-term technocratic fixes (Yakamovich and Wright [<reflink idref="bib62" id="ref32">62</reflink>]). These new epistemological relations may disrupt dominant ideologies that position humans as superior to nature and promote deeper understanding and acts of care for the environment (Bryan [<reflink idref="bib6" id="ref33">6</reflink>]).</p> <hd id="AN0192584636-3">Anthropocene pedagogy, critical pedagogy, and the Anthropocene</hd> <p>This study is built on and seeks to contribute to three specific research areas. The first is the Anthropocene as the geological epoch which serves as an entry point for expanding the discourse on ecological education (Samuelsson [<reflink idref="bib53" id="ref34">53</reflink>]). Understanding the Anthropocene may challenge the relationship between humans and their world, which is obscure, strange, and unstable (Mahaswa and Murtiningsih [<reflink idref="bib23" id="ref35">23</reflink>]; Mahaswa and Purbandani [<reflink idref="bib25" id="ref36">25</reflink>]). Boscov-Ellen ([<reflink idref="bib3" id="ref37">3</reflink>]) argues that education should transcend humanity and it is not only a matter of justifying how knowledge can be transmitted but also a more critical form of knowledge to respond to a future that is uncertain. It serves as a radical epistemological basis for reconceptualizing public education and redefining humans and nature guided by the question: what pedagogical framework will prepare learners to critically engage with and respond to the ecological, social, and cultural complexities of the Anthropocene? (Stratford [<reflink idref="bib57" id="ref38">57</reflink>]). We have learned from the pandemic and the current environmental crisis of the consequences of ignoring the roles of non-human beings, which could play a more significant role in shaping the Anthropocene.</p> <p>The second area of research is critical pedagogy. Studies of the transformative approach to environmental education in the Anthropocene are informed by critical pedagogy and position themselves against the anthropocentric, reductionist and instrumental tendencies of the education system (Yakamovich and Wright [<reflink idref="bib62" id="ref39">62</reflink>]). Critical pedagogy challenges dominant narratives and power structures in education, advocating for an emancipatory practice that emphasizes dialogue, reflexivity, and social justice (Freire, [<reflink idref="bib11" id="ref40">11</reflink>]). Central to this approach is the creation of spaces where students' voices are not only heard but valued as essential in shaping learning processes and outcomes. When applied to environmental education, this perspective encourages learners to critically examine the socio-political and cultural contexts of ecological issues, moving beyond technical solutions to address root causes and systemic inequalities, including climate injustice (Gruenewald [<reflink idref="bib13" id="ref41">13</reflink>]; Kahn, [<reflink idref="bib17" id="ref42">17</reflink>]). Transformative environmental education, therefore, fosters not only ecological awareness but also personal and collective agency, or in Stratford's ([<reflink idref="bib57" id="ref43">57</reflink>]) term 'Anthropocene Intelligence'. It situates learners as active participants in co-creating sustainable futures, grounded in both environmental integrity and social equity. This alignment with critical pedagogy makes environmental education a platform for cultivating critical consciousness in the face of the Anthropocene's complex challenges (Misiaszek [<reflink idref="bib26" id="ref44">26</reflink>]).</p> <p>The third area of research is Anthropocene Pedagogy. Informed by critical pedagogy to live in the Anthropocene epoch, Anthropocene pedagogy provides the possibility for a more creative, innovative, and inclusive pedagogical approach when introducing Anthropocene issues, such as environmental crises (Paulsen and Hawke [<reflink idref="bib38" id="ref45">38</reflink>]). It is a pedagogical toolkit that not only allows students to engage directly with nature but also cultivates a new epistemic relationship between humans and nature. Ribo argues that 'an embodied, affective, experienced, relational sense of becoming-together with other co-inhabitants of the Earth' (2023, p. 75) can be developed by direct engagement with nature. Furthermore, it fosters students' curiosity and ingenuity, which goes beyond reductive short fixes (Yakamovich and Wright [<reflink idref="bib62" id="ref46">62</reflink>]).</p> <p>The episteme of Anthropocene pedagogy involves a multidisciplinary approach to challenge the erasure of non-modern ways of knowing, especially those that emphasize relationality between humans and the diverse more-than-human world (Wallace et al. [<reflink idref="bib59" id="ref47">59</reflink>]). This means that pedagogy has a political dimension that explains more about the future of the world, not just explaining the Earth in the past as a form of romanticizing the progress of human civilization. The Deleuzian-Guattarian approach to education in the Anthropocene has created alternative educational discourses in encouraging climate action by designing an environmental curriculum (Mahaswa, Prayuda, and Riziq [<reflink idref="bib24" id="ref48">24</reflink>]). It encourages students to have a greater sense of ethical, moral, and social responsibility when looking at problems of environmental damage (Leinfelder [<reflink idref="bib21" id="ref49">21</reflink>]).</p> <p>The biggest challenge for educators at all levels is to formulate activism-oriented curricula to inspire and mobilize students to respond to an environmental crisis due to the impact of global capitalism (Brennan [<reflink idref="bib5" id="ref50">5</reflink>]). The curriculum structure for Anthropocene pedagogy could begin by addressing the historical development of the Anthropocene, such as the lack of awareness around climate crises and the persistent knowledge gaps between teachers and students (Keenan [<reflink idref="bib18" id="ref51">18</reflink>]). It is important to equip students with a thinking and acting framework when facing crisis situations by using a new conceptualization approach of relations, space, time, and learning in the Anthropocene era.</p> <hd id="AN0192584636-4">Indonesian education and its anthropocentric pedagogy</hd> <p>The Indonesian education system is the fourth largest in the world after the USA, China, and India. It has more than 50 million students, 2.6 million teachers in more than 250,000 schools, and more than 3,700 higher education institutions, which are unevenly distributed on more than 17,000 islands. The uneven distribution of educational resources in Indonesia highlights the issue of educational inequality, which leads to current challenges and differences in educational achievement and social mobility (Sakhiyya and Wijaya Mulya [<reflink idref="bib52" id="ref52">52</reflink>]). The key challenges faced by Indonesian education include underqualified teachers, chalk and talk pedagogy, civil service mentality (permanent teachers in public schools are employed as civil servants), the washback effect of high-stake testing, and the absence of environmental education despite the dire state of the environment (Parker and Prabawa-Sear [<reflink idref="bib35" id="ref53">35</reflink>]; Rosser [<reflink idref="bib47" id="ref54">47</reflink>]). Postcolonial scholars argue that the present multidimensional crises and challenges in education cannot be divorced from the colonial experience, as past colonization has shaped the current structure of the nation's education system and continues to influence it through enduring colonial legacies, global power asymmetries, and neoliberal educational reforms (Rizvi [<reflink idref="bib45" id="ref55">45</reflink>]; Sakhiyya [<reflink idref="bib49" id="ref56">49</reflink>]).</p> <p>The current modern education system is a legacy of the Dutch colonial government in the twentieth century, where the right to access education was not a 'gift', and it was only granted after the <emph>Ethische Politiek</emph> (Ethical Policy) (Sakhiyya [<reflink idref="bib50" id="ref57">50</reflink>]). It was given after almost two centuries (1602–1799) of the Dutch East India Company's (VOC) monopoly on spices (pepper, cloves, mace, and nutmeg), cash crops (coffee, tea, quinine, and rubber) and the mining sector (oil, coal, tin, and copper) of the colony as well as the forced cultivation system <emph>(cultuurstelsel)</emph> from 1830 to 1870. The cultivation system was an overwhelming success as exports soared, bringing enormous revenue to the Dutch colonial government. Nevertheless, the detrimental impacts of this forced cultivation system were evident in both the indigenous population (famine, epidemics, higher mortality rates) (Havelaar [<reflink idref="bib15" id="ref58">15</reflink>]) and nature (deforestation, imbalanced diversity due to monoculture systems, flooding, pollution, and waste). After much criticism from emerging nationalist intelligentsia and association groups in the Netherlands, Ethical Policy was in operation from 1901 to 1942. It comprises three policies: irrigation, emigration, and education. However, there was no agrarian revolution in place to revitalize the environment, and the literacy level was only 6%. The modern education system built by the Dutch colonial government was anthropocentric in nature because not only was it divided between humans and nature, it also exploited nature for economic and political gains (wealth accumulation and war). The education system aimed to merely produce cheap but competent administrators, doctors and engineers (Sakhiyya et al. [<reflink idref="bib51" id="ref59">51</reflink>]).</p> <p>Pre-modern education system may or may not have been anthropocentric, but the establishment of modern education system and colonial governance (through <emph>cultuurstelsel</emph>) had justified the total domination of the 'non-humans' in the Indonesian archipelago for the satisfactions of the colonial government and elites, either for profit or political gains (the global trading and the World War). Indonesia's experience is not entirely unique. Postcolonial scholars highlight the ecological impacts of colonial and postcolonial state-building and the political– economic competition surrounding the process in areas such as India, Africa, and Latin America (Choiruzzad [<reflink idref="bib7" id="ref60">7</reflink>]). The colonial government decided what to massively plant and cultivate for its own profit, despite its monoculture impacts on the soil and humans. This is the case with tropical forests, in which forests are to be cleared. As Dewantara argues (1967), the colonial tropes and traces of anthropocentric rationales remain despite his progressive move in conceptualizing and building a more environmentally friendly schooling system called <emph>Taman Siswa</emph>.</p> <p>Rooted in anti-colonial ideals, Soekarno's administration (1945–1966) was shaped by nationalism although not so much nation-building programs. Soekarno admired and was influenced by Ki Hajar Dewantara, the founder of <emph>Taman Siswa</emph>, who believed that education can be empowering (Radcliffe, [<reflink idref="bib42" id="ref61">42</reflink>]). However, as the state prioritized modernization and agricultural expansion, the system gradually shifted toward more anthropocentric values. Education became increasingly focused on producing human capital and framing nature as a resource for human prosperity.</p> <p>The authoritarian New Order government (1966–1998) believed that high economic growth would be achieved only through the exploitation of natural resources. In the name of economic developmentalism, deforestation and rampant exploitation of natural resources were permitted for the benefit of a few elites (Parker and Prabawa-Sear [<reflink idref="bib35" id="ref62">35</reflink>]). During this period, the education system was positioned as the state's ideological apparatus that discouraged critical thinking and created 'boundaries' between students from their environment to ensure political stability (Leigh [<reflink idref="bib20" id="ref63">20</reflink>]). In other words, education during the New Order government was highly anthropocentric, and more sadly, its totalizing perspective has created silos/compartments in science, which further separates students/humans from nature.</p> <p>Existing studies on environmental education in Indonesia, particularly those focused on Java, highlight its historical absence and limited integration in formal curricula. Parker and Prabawa-Sear ([<reflink idref="bib35" id="ref64">35</reflink>]), based on empirical studies in Yogyakarta and Surabaya, conclude that the Indonesian education system fails to cultivate 'practising pro-environment citizens, who share an environmentalist subjectivity' (p. 64). This suggests that such subjectivities may exist latently, despite being institutionally overlooked or even supressed. In this context, students' growing involvement in climate activism, as our findings show, can be seen as a reactivation of suppressed agency. It raises a critical question: How does such forms of engagement arise within a system that disconnects learners from their ecological contexts?</p> <p>Anthropocene pedagogy poses a real challenge to entrenched institutional and ideological structures that have historically privileged economic development over ecological responsibility. As Monroe et al. ([<reflink idref="bib27" id="ref65">27</reflink>]) argue, student agency may initiate environmental awareness, but it cannot flourish in isolation. Nilan's ([<reflink idref="bib31" id="ref66">31</reflink>]) research reveals how young environmentalists find creative ways to express ecological concerns through music, clean-up efforts, and sustainable transports. However, these acts occur despite, not because of, the schooling system. Responding to Monroe et al.'s call and building on Nilan's work, we examine how high school students in Indonesia navigate these contradictions: how they cultivate ecological awareness within a curriculum still largely defined by anthropocentric and compartmentalized pedagogies. In doing so, we position youth activism not as the outcome of a progressive system, but as an act of resistance within it.</p> <hd id="AN0192584636-5">Methods</hd> <p>This research focuses on students' voices in exploring Anthropocene pedagogy in order to empower agency in the Anthropocene (Monroe et al. [<reflink idref="bib27" id="ref67">27</reflink>]). As 'the implicated subject' (Bryan [<reflink idref="bib6" id="ref68">6</reflink>]), students' voices matter in creating agendas for the planning and implementation of environmental education at schools as it is not simply a technocratic issue of altering the curriculum (Lewis and James [<reflink idref="bib22" id="ref69">22</reflink>]).</p> <p>To collect students' voices, we mainly used online surveys and in-depth interviews. Data collection was conducted from 2022 to 2023, when environmental education was not introduced into the curriculum. The consent form for the research was presented at the beginning of the survey, and invitations for an in-depth interview were provided by the end of the survey. In the consent form, participants were informed that pseudonyms would be used to ensure anonymity in the presentation of their responses. Written informed consent for participation and publication was obtained from all participants. The names provided in the paper are pseudonyms used to protect participant identities while preserving the integrity of their perspectives.</p> <p>The exploratory online survey aimed to explore key issues in environmental education in Indonesia, such as the availability of environmental education at schools, alternative spaces for climate activism, and ecological awareness and knowledge of their local environment. There were 33 questions per questionnaire, comprising 23 5-point Likert-scale statements, 5 yes-no questions, and 5 open-ended questions. The scale statements included 'my school has environmental education' and 'My teachers make me interact with nature' where students had to select between (<reflink idref="bib1" id="ref70">1</reflink>) Strongly Disagree, (<reflink idref="bib2" id="ref71">2</reflink>) Disagree, (<reflink idref="bib3" id="ref72">3</reflink>) Neither Agree nor Disagree, (<reflink idref="bib4" id="ref73">4</reflink>) Agree, and (<reflink idref="bib5" id="ref74">5</reflink>) Strongly Agree. The yes-no questions seek to determine students' past experiences in a direct manner, such as 'have you ever taken part in an environmental activity in your community?'. The open-ended questions explored students' opinions on their ideas and hopes of environmental education, such as 'How would you prefer to learn about climate change and the environment?' and 'What initiatives do you take in taking care of the environment?'. The open-ended questions helped us move to the next stage of data collection, that is, in-depth interviews. Those who were available for interviews and at times provided insights with the initiative were selected for an online interview.</p> <p>Given Indonesia's geographical diversity, we tried to maintain the geographical distribution in our survey by using convenient sampling to receive entries from across the archipelago. We recruited respondents using a non-probabilistic snowball sampling method with multiple channels (Creswell, [<reflink idref="bib8" id="ref75">8</reflink>]). We contacted both high school teachers and students at public high schools in several main islands of Indonesia (i.e. Java, Sumatra, Borneo, Sulawesi, and Bali) to distribute the surveys. Students in grades 10, 11, and 12 were encouraged to forward the survey link to their peers from similar or other public schools within and beyond the regions. We received 918 responses from Java, Lombok, Sumatra, Borneo, Sulawesi and Bali. Data were not gender disaggregated, as our current study focuses on insights into Anthropocene pedagogy, regardless of gender.</p> <p>To gain a deeper understanding of the insights, we interviewed 10 (ten) students who were available for interviews and, at times, provided insights into the initiatives they led in taking care of their environment. The interviews were conducted using Google Meet. Questions centered on students' ideas and hopes of environmental education: What initiatives of climate activism can they do despite the constraining curriculum, and how can they carry out our initiatives?</p> <p>This study has some limitations. First, there is a gap in the scale of data collection between the survey (918 respondents) and the interviews (10 participants), which limits the ability to fully contextualise individual narratives within the broader trends. Second, the interview participants were limited to high school students, which narrows the scope of perspectives captured across age groups and educational levels. Third, while the aim of the survey was not to represent all Indonesian students, but rather to explore the kinds of agency that exist among them, caution is warranted in extrapolating the findings to the wider student population. Nonetheless, the study offers a critical starting point to amplify youth voices in environmental education, it is a perspective that remains underrepresented. Such insights might inform future studies and educational reforms to reimagine Indonesia's education to be more responsive to local contexts, youth agency, and climate concerns (Nilan [<reflink idref="bib32" id="ref76">32</reflink>], [<reflink idref="bib29" id="ref77">29</reflink>]; Parker [<reflink idref="bib34" id="ref78">34</reflink>]; Parker, Prabawa-Sear, and Kustiningsih [<reflink idref="bib36" id="ref79">36</reflink>]; Tanu and Parker [<reflink idref="bib58" id="ref80">58</reflink>]).</p> <p>The interviews were transcribed and analysed. By employing a thematic analysis technique to evaluate the data from the surveys and in-depth interviews (Braun and Clarke [<reflink idref="bib4" id="ref81">4</reflink>]), we coded, reviewed, and named the emerging patterns in the data. During these analytical processes, we focused on the themes or interconnected ideas that have been drawn upon and given rise to our respondents' experiences, understanding, and ideas of how to operationalize Anthropocene pedagogy. Against the dominant anthropocentric discourse in education, Anthropocene pedagogy remains an alternative discourse that challenges epistemologically established relations of knowledge about nature.</p> <hd id="AN0192584636-6">Findings</hd> <p>Our analysis reveals at least three insights into Anthropocene pedagogy at schools in the ways students conceptualize and practice care of their surrounding environments. They are local awareness of global ecological issues, direct experience and interaction with nature, and youth identity. It is important to note that our findings are neither representative nor exhaustive of environmental education in Indonesia. Instead, while utopian in many respects, our discussions below seek to reimagine public education by identifying Anthropocene pedagogy, which comes from students' agency and voices despite the already crammed curriculum structure in Indonesia.</p> <p>Although marginal, our findings demonstrate that students' voices and agency matter in re-conceptualizing and integrating Anthropocene pedagogy into public education. Scaling up this issue and making a greater impact requires not only justifying the importance of environmental education, but also redefining environmental issues as socio-ecological, where the economic, historical, and cultural contexts are intrinsic to addressing the ecological problem (Monroe et al. [<reflink idref="bib27" id="ref82">27</reflink>]). The shift from anthropocentric pedagogy to Anthropocene pedagogy can only be achieved through collective, coordinated, and comprehensive action to create a sustainable and ecologically aware learning environment that builds students' agency in addressing environmental issues (Mahaswa, Prayuda, and Riziq [<reflink idref="bib24" id="ref83">24</reflink>]).</p> <hd id="AN0192584636-7">Local awareness of global ecological issues</hd> <p>The first alternative construction of Anthropocene pedagogy, which is central to students' voices, is an awareness and understanding of the impact of climate change on the local environment. Environmental education does not have to alienate students from their localities, such as explaining what happens in the Arctic, but identifying immediate local climate issues. Although not all respondents demonstrated a global understanding of climate change, many were aware that its impacts are experienced differently across localities. In the survey, 26.3% of students claimed to have an excellent understanding of their immediate environmental contexts, 31.4% had a good understanding, and 33.4% had a moderate understanding of their surrounding ecological issues. However, it is important to note that this likely reflects the pro-environmental orientation of the sample, as students with stronger environmental interests may have been more inclined to participate in the survey. This orientation, while limiting generalisability, provides useful insight into how youth who are already engaged perceive local environmental education and climate action (Figure 1).</p> <p>PHOTO (COLOR): Figure 1. Awareness and understanding of local environmental issues.</p> <p>This finding is in line with Rocheleau, Thomas-Slayter, and Wangari ([<reflink idref="bib46" id="ref84">46</reflink>]) explanation that an entry point for environmental awareness comes from local experience on global issues. Mundane and small measures of environmental degradation do not occur globally; rather, they are experienced differently according to locality. Our interviews with students showed interesting insights regarding students' experiences with locally changing environmental conditions. The interviews demonstrate that although students cannot articulate the big concepts of climate change and elaborate how global warming impacts local environments differently, they care and are concerned about their surrounding environments. Natasya, a female student at a high school in Kebumen, Centra Java, said,</p> <p>I don't understand national or international issues (regarding climate change). However, because I live in a coastal area, our student organization conducts activities at Happy Beach, one of the tourist attractions in Kebumen. During public holidays, there is usually a lot of uncleaned rubbish. This was mostly plastic waste. Sometimes people who should be responsible are actually ignorant. (Natasya, virtual interview in August 2023)</p> <p>Such personal experiences of the students, when they came into direct contact with natural damage in the environment where they live, speak to them about the importance of taking care of the environment. It may range from unhealthy environmental conditions due to plastic rubbish to natural disasters that force students and their families to evacuate. Jatna, a student at a private high school in Borneo told us that:</p> <p>My area (a region in Borneo) is prone to flooding, but people say it's getting worse now, and the biggest factor is mining. I live in the north near a former mine, an area that is always flooded... During elementary school, I left home at 7 o'clock for school because of the flood (already late, 7am is when the school starts in Indonesia), and then I went back home at 9.30. This was the most obvious impact of flooding on my schooling. Once I came home at night because of the flood, I had to wait in a supermarket (high building) until the flood receded. I went home at 1 o'clock, but the flood was still high. (Jatna, virtual interview, July 2023).</p> <p>Students' embodied experiences and empirical knowledge provide meaningful sense-making about the current environmental crisis (Yakamovich and Wright [<reflink idref="bib62" id="ref85">62</reflink>]). Emphasis on locality can stimulate students to better understand where and how they live now and, in the future, (Wijaya Mulya et al. [<reflink idref="bib60" id="ref86">60</reflink>]). This contextualized approach is a central element in Anthropocene pedagogy (Yakamovich and Wright [<reflink idref="bib62" id="ref87">62</reflink>]), presuming that knowledge that is built and developed is always related to the spatial conditions of the community itself, so that the application of environmental education needs to take students' background and environment rather than merely imposing rote learning methods. For instance, teachers would notoriously ask students to memorize the definition of global warming and list international treaties on climate change. Anthropocene pedagogy resists such decontextualized meaningless pedagogical practices, as it alienates students from their environment and nature. Ki Hajar Dewantara, the founding father of Indonesian education and the relentless critique of modern education, observed the impact of modern education as follows:</p> <p>We have become alienated from our own people and our own environment. This alienation would have been bearable had it not been that in our case, the abandonment of our own culture (and nature) did not at the same time bring access to another civilization. Thus, we have sacrificed what was ours but have not gained in its place anything that might be considered its equivalent; we have lost our world, but we have not entered another. (Dewantara [<reflink idref="bib10" id="ref88">10</reflink>], p. 151)</p> <p>Students' personal experiences have contributed to shaping their local knowledge of global ecological issues, while at the same time highlighting the urgency of environmental education. Personal experience is also the reason students are more familiar with environmental issues than the environmental issues presented in the school curriculum. The Feminist slogan 'the personal is political' (Hanisch [<reflink idref="bib14" id="ref89">14</reflink>]) vividly captures that the experiences, feelings, and concerns of students' personal lives are not just a matter of personal thoughts and troubles but are molded, and defined by the broader political, social, and ecological setting. This is important given that climate change remains a politically controversial issue (Choiruzzad [<reflink idref="bib7" id="ref90">7</reflink>]). Students' awareness of the local environment remains personal, as do their experiences and feelings. However, the is a systematic absence of environmental education speaking to the experiences of students. Unravelling personal experiences is central to constructing an Anthropocene pedagogy. Not only does it provide a powerful foundation for climate action, but understanding locality is also key to designing relevant climate adaptation and resilience.</p> <hd id="AN0192584636-8">Extracurricular activities and student activism</hd> <p>In the second construction of Anthropocene pedagogy, we identify and discuss the ethical and moral implications of understanding the climate crisis based on students' activism and involvement in extracurricular activities. It builds upon the premise that conscious awareness of ecological contexts can open up spaces for more embodied experience, concrete actions, and forms of solidarity as ethical and moral implications of ecological awareness (Rothberg [<reflink idref="bib48" id="ref91">48</reflink>]). Bryan describes each individual student as an 'implicated subject' arguing that 'it is only by bringing into conscious awareness the complex dynamics and ecology of implication that meaningful solutions to the climate crisis can begin to reveal themselves' (Bryan [<reflink idref="bib6" id="ref92">6</reflink>], p. 344). In Anthropocene pedagogy, students are positioned as implicated subjects where understanding the climate crisis is the beginning of climate response within a larger interrelated ecological system.</p> <p>Our in-depth interviews with several high school students provided insights into the importance of environmental education; however, the students felt that the learning methods at schools did not encourage conscious awareness or provide space for concrete actions. Putra, a student of <emph>Madrasah Aliyah</emph> (Islamic high school) in Malang city, expressed the following concerns:</p> <p>One of the environmental issues that has become a major concern is global warming. I really felt it when I got home during <emph>Ramadhan</emph> last year; it was so hot in my house. It was different compared to when I was little; it was cooler inside the house... at least so far that I could remember.... In addition, my schooling experience does not provide the necessary apparatus, so we can do something to respond to climate change. My school, which is a religious school, only helps spread the importance of the environment through the hadith "cleanliness is part of (Islamic) faith." (Putra, virtual interview in June 2023).</p> <p>Rothberg ([<reflink idref="bib48" id="ref93">48</reflink>]) and Bryan ([<reflink idref="bib6" id="ref94">6</reflink>]) discussed the subjects implicated in our qualitative data. Despite constraining and creating a curriculum structure that does not provide any space for concrete actions, students found that extracurricular activities enabled them to explore and practice their care for the environment. Students make use of existing extracurricular activities, such as <emph>pramuka</emph> (scouts) and <emph>pecinta alam</emph> (nature lovers), or even create a brand-new extracurricular program, such as the <emph>klub lingkungan hidup</emph> (environmental club). These alternative spaces offer opportunities to come into direct contact with nature, instead of just reading about it as a theory in textbooks that alienates them from nature. Going beyond classroom learning and being immersed in nature builds embodied experiences about nature, 'a more innate relationship with nature, and respecting nature as an integral and sacred part of the living world' (Patel and Ehrenzeller [<reflink idref="bib37" id="ref95">37</reflink>], p. 295). Lutfi, a high school student in Kebumen, Central Java, acknowledges the following:</p> <p>in the LHC (the Environmental Club or <emph>Lingkungan Hidup Club</emph>), we explore nature. Actually, we do that too in biology class, but it is merely theory (through textbooks). Thus, the extracurricular activities that we do through LHC enrich our understanding. (Lutfi, virtual interview in August 2023)</p> <p>Through extracurricular activities, students can go beyond reductionist and modernist approaches to knowledge transfer. In the Biology class, they might learn about the theory of the water cycle or the science of composts. Through extracurricular activities, they directly make compost with the community and observe the water cycle, especially when there is a long drought throughout Indonesia. Our interviews with LCH activists provide insights into this. Further, Lutfi, the student activist at LCH, explained the following:</p> <p>The LHC extracurricular activities include not only knowledge transfer on nature, but also direct practice too. Some of the activities include making a vertical garden, planting pine trees, making compost with the community, and cleaning up around the school. LHC teaches and cares more about the environment than biology classes, which are usually theoretical. (Lutfi, virtual interview in August 2023).</p> <p>Alternative spaces, such as extracurricular activities, address the feasibility of Anthropocene pedagogy (Bryan [<reflink idref="bib6" id="ref96">6</reflink>]). Our survey revealed that the majority of our respondents (69.3%) agreed that relevant extracurricular activities are in the pockets, suggesting that such opportunities exist in educational contexts. However, this may reflect a skewed representation of student experiences more broadly. Furthermore, the extent to which these activities are used to explore Anthropocene pedagogy remains an open question (Figure 2).</p> <p>PHOTO (COLOR): Figure 2. Extracurricular activities focusing on the environment.</p> <p>This uncertainty underscores the need to intentionally cultivate and recognize these spaces as fertile ground for rethinking educational practices in the Anthropocene. Finding alternative spaces to contain Anthropocene pedagogy is important not only because it challenges the instrumental, reductionist, and anthropocentric epistemologies of modern schooling but also because it offers a space to reimagine what education can be in the context of planetary crisis. Traditional educational models tend to prioritize human exceptionalism, economic utility, and standardized knowledge production, often at the expense of ecological awareness and ethical entanglements with the more-than-human world. In contrast, Anthropocene pedagogy invites a reorientation of learning that emphasizes interconnectedness, vulnerability, and mutual becoming. Rather than merely developing skills and competences to compete in the job markets, it aims to foster and cultivate an embodied, experienced, and relational sense of becoming together with both humans and nonhumans (Ribó [<reflink idref="bib43" id="ref97">43</reflink>]). These alternative spaces, whether physical, conceptual, or pedagogical, allow for practices of care, imagination, and resistance that are urgently needed to confront the complexities of living in the Anthropocene.</p> <hd id="AN0192584636-9">Youth matters</hd> <p>The third construction of Anthropocene pedagogy shared by the students is the importance of recognizing their youth identity. Youth has been theorized as the implicated subjects in climate activism because they are the most 'vulnerable' and 'attend-able' – that young people are 'able to pay attention or listen to the experience of the other in its own terms, whether the other is human or not... and to recognise and experience one's own fragility' (Ribó [<reflink idref="bib43" id="ref98">43</reflink>], 87). This is unlike several studies that label young people as ignorant, individualistic, apathetic, and apolitical in response to public affairs (Quintelier [<reflink idref="bib41" id="ref99">41</reflink>]). Globally, young people play significant roles in leading and operating offline and online climate actions and campaigns (Pickard [<reflink idref="bib39" id="ref100">39</reflink>]), including Indonesia (Alam and Nilan [<reflink idref="bib1" id="ref101">1</reflink>]; Kusmawan et al. [<reflink idref="bib19" id="ref102">19</reflink>]; Nilan [<reflink idref="bib31" id="ref103">31</reflink>] &amp; [<reflink idref="bib29" id="ref104">29</reflink>]; Parker [<reflink idref="bib34" id="ref105">34</reflink>]; Parker, Prabawa-Sear, and Kustiningsih [<reflink idref="bib36" id="ref106">36</reflink>]; Siregar and Quimbo [<reflink idref="bib54" id="ref107">54</reflink>]). The youth identity that is associated with fresh ideas, energetic bodies, and precarious life has shown convergent concerns not only about their own condition but also the condition of the planet (Pickard [<reflink idref="bib39" id="ref108">39</reflink>]). Many Indonesian young environmentalists 'are committed to raising the consciousness of their peers about ecological crises, and they are well aware that Indonesia has long been extracting natural resources at the expense of the ecological well-being of future generations' (Nilan [<reflink idref="bib31" id="ref109">31</reflink>], 926). Especially within Indonesian context where Islamic thoughts have permeated in national discourse, Nilan ([<reflink idref="bib30" id="ref110">30</reflink>]) argues that 'green Islam' has predominantly influenced the Indonesian young Muslims in the forms of 'theological basis for thinking about the natural world as God-given and their role as that of ordained protectors and guardians of that wondrous creation' (Nilan [<reflink idref="bib31" id="ref111">31</reflink>], 935). Our research supports the argument that despite the constraints and limited space provided by the curriculum, some students are proactively establishing 'green projects' and mobilizing participation not only among their peers but also within the broader community. However, it is important to recognize that our sample likely underrepresents more apathetic or disengaged students, and therefore these actions should not be taken as representative of the wider student population. Rather, they illustrate the possibilities of student agency where environmental concern is already present and supported. Lutfi, a student from a high school in Kebumen, Central Java, explained the following:</p> <p>We established a GG (Green Generation) organization. Some of its programs are public environmental education, including local mothers and primary school students. I think this is more relevant (to Anthropocene pedagogy) than simply theories in textbooks. The GG attempts to realize climate action. This is the same as in the LHC. We planted mangroves too. (Lutfi, virtual interview in August 2023).</p> <p>These young people are creative and innovative in getting environmental messages across (Nilan [<reflink idref="bib29" id="ref112">29</reflink>]). For instance, there is a group of young people who have become top Instagram influencers to clean rivers and seashores, called the Pandawara Group. Indonesian rivers have become the most polluted rivers in the world (Nilan [<reflink idref="bib31" id="ref113">31</reflink>]), and thus cleaning out rivers and seashores has become a relevant activity in this climate crisis. In line with this movement, boy scouts as extracurricular activities not only suggest camping and hiking as mandatory activities, but also clean up the river and surrounding environment. A boy scout from Kebumen High School mentioned that it cleaned up the Tumenggungan traditional market in Kebumen (Ihsan, virtual interview in August 2023). Acknowledging youth identity and understanding the ways in which they articulate ideas about climate change remain key to designing Anthropocene pedagogy and other forms of environmental education that speak to youth experience (Nilan [<reflink idref="bib31" id="ref114">31</reflink>]; Pickard [<reflink idref="bib39" id="ref115">39</reflink>]).</p> <p>While our findings highlight promising spaces for Anthropocene pedagogy in Indonesia, it is essential to recognize the persistent tensions that complicate its wider adoption. Many students, staff, and the education system itself are not necessarily predisposed to fostering student agency or critical consciousness (Sakhiyya and Wijaya Mulya [<reflink idref="bib52" id="ref116">52</reflink>]). This challenge is symptomatic of a broader struggle to decolonize the education system, a process that extends beyond Indonesia to move away from reductionist and modernist paradigms (Stein et al. [<reflink idref="bib55" id="ref117">55</reflink>]). Building critical consciousness, as Freire articulates ([<reflink idref="bib11" id="ref118">11</reflink>]), is not a straightforward task. It requires confronting the banking model of education, where knowledge is deposited rather than co-created, emphasizing the inherently political nature of education as a site of struggle. Despite the passion and willingness of some students and educators, the reality is that the majority continue to navigate within a system characterized by rigid curriculum structures and institutional histories.</p> <p>The next steps toward integrating Anthropocene pedagogy must go beyond calls for greater school and teacher autonomy. Drawing on Postman and Weingartner's ([<reflink idref="bib40" id="ref119">40</reflink>]) idea of 'teaching as a subversive activity,' teachers and students need supportive environments to take political and pedagogical risks to cultivating the critical consciousness that critical pedagogy aspires to. This requires not only workshops and professional development for teachers, but also structural changes that enable educators to challenge dominant norms and practices. In addition, the path to fostering student agency is multifaceted. It involves attending to cultural, political, and institutional barriers that shape educational experiences (Stein et al. [<reflink idref="bib55" id="ref120">55</reflink>]). Acknowledging these tensions and navigating them thoughtfully is crucial to advancing Anthropocene pedagogy in Indonesia and elsewhere, ensuring that the personal remains deeply political (Hanisch [<reflink idref="bib14" id="ref121">14</reflink>]) in the ongoing battle to transform education.</p> <hd id="AN0192584636-10">Conclusion</hd> <p>This paper has attempted to explore the possibility of integrating Anthropocene pedagogy from students' voices within a Global South context, an often-marginalized locus of enunciation in the field. Studying the Indonesian context can offer insights into the potential roles of education in responding to the challenges of the Anthropocene, especially given Indonesia's ecological vulnerabilities and the scale of its public education system. We have highlighted how emphasizing locality, supporting extracurricular activities, and acknowledging youth identity in climate activism can open up alternative pedagogical spaces. These spaces, particularly extracurricular activities, enable students to engage with environmental issues in contextually meaningful ways (Wijaya Mulya et al. [<reflink idref="bib60" id="ref122">60</reflink>]). While youth clearly play a critical role in climate action and environmental care, and while their engagement shows that the seeds of Anthropocene pedagogy already exist, we recognize that such grassroots potential does not automatically translate into systemic change. Therefore, although we see value in granting greater autonomy to schools and teachers, we also acknowledge that autonomy alone is insufficient. Structural support, institutional commitment, and curricular transformation are equally necessary to meaningfully embed Anthropocene pedagogy across Indonesia's education system.</p> <hd id="AN0192584636-11">Acknowledgments</hd> <p>We want to thank the participating schools, teachers, and students for their support and participation in the study. This work was supported by Faculty of Philosophy and Universitas Gadjah Mada Grant for Young Lecturer (<emph>Program Peningkatan Kapasitas Peneliti Dosen Muda Tahun</emph> 2023) (Grant numbers [No. 5985/UN1.P.II/Dit – Lit/PT.01.03/2023]. Also, we really thank to The Centre for Anthropocene Studies and Geophilosophy (cas-geo.org) for providing space and references.</p> <hd id="AN0192584636-12">Ethical approval</hd> <p>The study involving human participants was reviewed and approved by the ethics committee at MEPI Universitas Gadjah Mada [535/MEPIUGM/2023] and written informed consent was obtained from each participant.</p> <hd id="AN0192584636-13">Author contribution statement</hd> <p>CRediT: <bold>Zulfa Sakhiyya</bold>: Conceptualization, Data curation, Formal analysis, Investigation, Methodology, Resources, Supervision, Validation, Visualization, Writing – original draft, Writing – review &amp; editing; <bold>Rangga Kala Mahaswa</bold>: Conceptualization, Data curation, Funding acquisition, Investigation, Methodology, Supervision, Validation, Writing – original draft, Writing – review &amp; editing; <bold>Abdul Azis</bold>: Data curation, Formal analysis, Resources, Writing – original draft.</p> <hd id="AN0192584636-14">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <ref id="AN0192584636-15"> <title> References </title> <blist> <bibl id="bib1" idref="ref70" type="bt">1</bibl> <bibtext> Alam, M., and P. 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| Items | – Name: Title Label: Title Group: Ti Data: Local Awareness, Extracurricular Activities, and Youth Identity: Centering Students' Voices for Anthropocene Pedagogy in Indonesia – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Zulfa+Sakhiyya%22">Zulfa Sakhiyya</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4183-977X">0000-0003-4183-977X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rangga+Kala+Mahaswa%22">Rangga Kala Mahaswa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9823-5884">0000-0001-9823-5884</externalLink>)<br /><searchLink fieldCode="AR" term="%22Abdul+Azis%22">Abdul Azis</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Environmental+Education+Research%22"><i>Environmental Education Research</i></searchLink>. 2026 32(4):1128-1146. – Name: Avail Label: Availability Group: Avail Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 19 – Name: DatePubCY Label: Publication Date Group: Date Data: 2026 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Extracurricular+Activities%22">Extracurricular Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+Education%22">Environmental Education</searchLink><br /><searchLink fieldCode="DE" term="%22Consciousness+Raising%22">Consciousness Raising</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Centered+Learning%22">Student Centered Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Values%22">Values</searchLink><br /><searchLink fieldCode="DE" term="%22Activism%22">Activism</searchLink><br /><searchLink fieldCode="DE" term="%22Indigenous+Knowledge%22">Indigenous Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/13504622.2025.2529545 – Name: ISSN Label: ISSN Group: ISSN Data: 1350-4622<br />1469-5871 – Name: Abstract Label: Abstract Group: Ab Data: 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. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: EJ1503267 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/13504622.2025.2529545 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 1128 Subjects: – SubjectFull: Foreign Countries Type: general – SubjectFull: Extracurricular Activities Type: general – SubjectFull: Student Attitudes Type: general – SubjectFull: Environmental Education Type: general – SubjectFull: Consciousness Raising Type: general – SubjectFull: Student Centered Learning Type: general – SubjectFull: Values Type: general – SubjectFull: Activism Type: general – SubjectFull: Indigenous Knowledge Type: general – SubjectFull: High School Students Type: general – SubjectFull: Indonesia Type: general Titles: – TitleFull: Local Awareness, Extracurricular Activities, and Youth Identity: Centering Students' Voices for Anthropocene Pedagogy in Indonesia Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Zulfa Sakhiyya – PersonEntity: Name: NameFull: Rangga Kala Mahaswa – PersonEntity: Name: NameFull: Abdul Azis IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1350-4622 – Type: issn-electronic Value: 1469-5871 Numbering: – Type: volume Value: 32 – Type: issue Value: 4 Titles: – TitleFull: Environmental Education Research Type: main |
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