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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| 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. |
|---|---|
| ISSN: | 1350-4622 1469-5871 |
| DOI: | 10.1080/13504622.2025.2529545 |
